Has our education system failed America's children?
Not in the minds of "progressive" educators and
utopian globalists. They have yet to fulfill their revolutionary vision, but
they are well on their way to a tragic victory. So while you and I decry the
destruction of an academic system that produced nearly 100%
literacy (at least at least
in California) -- seventy years
ago, others cheer the changes that have traded facts for fantasy, truth for
myths, academics for collective socialization and individual thinking for group
manipulation.
It happened slowly -- largely through stealth
and deception. Today's educational establishment, birthed over a century ago
by John Dewey and his associates, learned early the tactics of social
transformation: infiltration, propaganda, secret councils and continual multiplication
through networks of influential new organizations. New York city Mayor John
Hylan described it well back in 1922,
"... the real menace of our republic is this
invisible government which like a giant octopus sprawls its slimy length
over city, State and nation. Like the octopus of real life, it operates
under cover of self-created screen. It seizes in its long and powerful tentacles
our executive officers, our legislative bodies, our schools, our courts,
our newspapers and every agency created for the public protection."[1]
D. L. Cuddy.
This malignant "octopus" grew until its tentacles
reached around the world. Strengthened by its countless affiliates -- including
tax-exempt foundations that shared its vision and funded its programs -- NEA
leaders and their international partners won power and influence in every strategic
corner of the world. All along the way, they were molding minds that would fit
their quest for a new world order.
From the beginning, they were determined to destroy
the old education system in order to build the collective world of their dreams.
Reporting to the annual NEA meeting in 1935, Willard Givens (soon-to-be
executive secretary) wrote: "...many drastic changes must be made....
A dying 'laissez-faire' must be completely destroyed and all of us, including
the 'owners', must be subjected to a large degree of social control.... The
major function of the school is the social orientation of the individual. It
must seek to give him understanding of the transition to a new social order."[2]
Samuel Blumenfeld.
Psychology would provide the "scientific" tools
for that transition. Dewey -- who equated individual thinking with insanity
-- had begun experiments with behavioral psychology even before 1900.
Half a century later, B.F. Skinner outlined the practical steps to behavioral
control. "Operant conditioning shapes behavior as a sculptor shapes a
lump of clay," he wrote in Science and Human Behavior (1953).
His goal for the human "clay" was no secret.
Five years earlier, he had exposed his vision of a reshaped humanity: "What
was needed was a new conception of man, compatible with our scientific knowledge,"
he wrote in Walden Two.
(1948) [3] Charlotte Iserbyt.
Like their Soviet counterparts, who also envisioned
a "scientifically" engineered human prototype (the "new Soviet man"), these
revolutionaries knew well that their biggest obstacle would be Christianity.
Therefore their main assault would be directed at the uncompromising truths
of the Bible. Trust and loyalty to God must be replaced by loyalty and submission
to the greater whole -- the collective global village -- represented by a Marxist-oriented
world government.
Their goals and tactics haven't
changed. Take religion. Back in 1933, John Dewey co-authored the first
Humanist Manifesto
which called for a new world religion: "...a synthesizing and dynamic force
for today must be shaped for the needs of this age. To establish such a religion
is a major necessity of the present."
They have come a long way. Today, Christianity
is banned from our government schools. Instead, students are immersed in the
new global spirituality -- a contemporary, idealistic blend of all religions
-- through classroom myths, rituals, symbols and multicultural experiences.
This new spiritual synthesis has been adapted to fit the amoral, religious standards
outlined by UNESCO's
Declaration on the
role of religion in a culture of peace and
Declaration of Principles on Tolerance.
Keep in mind, the NEA shares the
UN goals on every point. Small wonder, since its leaders helped establish the
United Nations in the first place. Back in 1946, it celebrated the formation
of UNESCO as "the culmination of a movement for the creation of an international
agency of education." What the NEA had begun in secret would now be officially
established by this new global management system.
The NEA Journal announced the victory: "each member nation... has a duty
to see to it that nothing in its curriculum... is contrary to UNESCO's aims."[1]
The same year, a
NEA-sponsored world conference drafted a Constitution for a World
Organization of the Teaching Profession. It would be "a mighty force in aiding
UNESCO," said William Carr, associate secretary of NEA's Education Policies
Commission.[1]
Indeed, it would. Like the UN, the
NEA promotes abortion, disarmament, world government and everything outlined
in Local Agenda 21, the radical
framework for a totalitarian globalism under the banner of "Saving
the Earth."
In other words, the NEA-UN blueprint for "lifelong
learning" calls for a world-wide system
of global standards and manipulative
programs that would conform human resources of every age to its totalitarian
aims. Our children would be trained, not just to conform to this system, but
to be activists willing to serve, promote, spy and fight for a world government
with zero tolerance for Biblical values or for the God we love. And every person
would be monitored and assessed for their compliance with the ideals of our
global managers.Hard to believe? Then
read the following statements by leaders, educators and researchers who have
either led, supported or observed this subversive transformation during the
last 100 years.
Looking back: An historical overview
"...the
18th century socialists saw statism as the means to moral progress. "Man
as sinful and depraved, was replaced by Man who was rational, benevolent and
innately good. But the American form of limited government with its elaborate
checks and balances had been created on the basis of the Calvinist distrust
of human nature. The Calvinist didn't believe that power corrupts man, but that
man corrupts power....
"To explain why man does the evil things he does, they turned from theology
to psychology....
"The primary promoter of the "myth of moral progress" -- the evolution
of a moral humanity -- was Georg Friedrich Hegel (1770-1831).
His dialectical process would liberate humanity from Biblical boundaries
and replace our personal God with a humanist form of impersonal pantheism."[2]
Sam Blumenfeld, page 14-15.
"Beginning at the turn
of the century (1900 AD), a new and sinister influence, slowly and insidiously
at first but nonetheless unmistakably and with gradually increasing force, altered
this basic concept most radically. The one individual most responsible for this
change was the brilliant philosopher, Dr. John Dewey, who taught at the
University of Chicago and later at Columbia University. The basic tenets of
his credo were and are those upon which progressive education was founded and
is continuing full blast today. A quotation from “My Pedagogic Creed,”
written by John Dewey in 1897, would indicate that, even at that early
date, his ideas on education were radically opposed to those then current in
the field of education:
-
“The
only true education comes through the stimulation of the child’s powers
by the demands of the social situation in which he finds himself.
Through these demands, he is stimulated to act as a member of a unity, to
emerge from his original narrowness of action and feeling, and to
conceive of himself from the standpoint of the welfare of the group
to which he belongs....
-
“We
violate the child’s nature and render difficult the best ethical results
by introducing the child too abruptly to a number of special studies,
of reading, writing, geography, etc., out of relation to this social
life.
-
“The
true center of correlation on the school subjects is not science, nor literature,
nor history, nor geography, but the child’s own social activities....
"Thus, even at this early period in his teaching
experience, John Dewey emphasized the predominance of the group over the
individual. To be sure, Professor Dewey may have borrowed from some of the
muddled naturalism of Jean Jacques Rousseau (1712-1778); and he may have been
influenced a bit by the teachings and practice of the Swiss pedagogue Johann
Heinrich Pestalozzi (1746-1827); but the particular brand he placed upon philosophy
was his own...."[4]
Lewis A. Alesen, M,D.,
Mental Robots, page 59.
"John
Dewey believed and taught ... that all of man’s experiences, in an attempt
to understand and to alter his environment, are continuing and variable,
and therefore not subject to interpretation by any fixed or basic principles.
John Dewey rejected the concept of God and denied the existence of immutable
truth in any field. He contended that what seems to be truth today may, by
altering circumstances, be entirely wrong tomorrow. He instead that truth
or “warranted assertability” is always relative, because time and circumstance
may change its value.
"As a philosophy, these concepts are not particularly new in the world’s history.
The Greeks debated them long before Christ, but as the fundamental structure
upon which to erect vast changes in our entire educational system, they are
indeed unique. Since, in terms of this philosophy, the chief end in life is
the achievement of happiness by adjusting oneself to it... and, since
there are no fixed rules or basic truths of any value whatsoever, the
growing child is taught, day by day, that it is more important to get along
with his fellows, that is, the group, and to adjust himself to his
environment, than it is to develop himself in any particular skills.
"Thus
he is encouraged to deny and reject responsibility for himself from the very
day he enters kindergarten all through his academic course, and to transfer
that responsibility to the group. ...
"Since, in this view, there is no such entity
as absolute truth, no possibility of immutable physical, mathematics, or moral
law, the progressive educator sees no use in wasting the students time in
studying history, because, of course, what other men have done and thought in
the past is not of any particular value, as the circumstances under which
they lived were entirely different from those facing the student and citizen
today. Likewise, there is no point to the study of mathematics under this philosophy,
which denies the existence of basic truths....
"Discipline has been thrown out of the window lest it do something horrendous
to the psyche of the growing child. Competition is rejected and , for the same
reason, 'controversial subjects' are avoided."[4]
Alesen, Mental Robots,
page 60.
"Dewey rejected the old American concepts that there
are fixed moral laws and eternal truths. He rejected God, holding that man has
no soul: that man is merely a biological organism subject to the changes and
adaptations required by his environment. ... The kind of education Dewey recommended
was conceived to develop men and women into faceless factors in a controlled
and leveled-down mass of humanity....
"Deweyism is a combination of socialist political
theory and a modern psychology. The nearest that Dewey himself ever came to
express, in direct terms, his philosophy of education can be found in his book,
My Pedagogic Creed (published in 1897)."[5]
The Dan Smoot Report.
The NEA's "Progressive
education"
1857.
"'The NEA...started out in 1857 as the National Teachers Association founded
by forty-three educators in Philadelphia. Now the largest educational association
in the world, the National Teachers Association was founded 'to elevate the
character and advance the interest of the teaching profession, and to promote
the cause of popular education in the United States." It "didn't allow men who
taught in private schools to be members."[5]
University of Notre Dame
1870.
The National Teachers Association merged with the National Association of School
Superintendents and the American Normal School Association to become known as
the NEA. Membership
was broadened to include "any person in any way connected with the world of
education."[2]
Sam Blumenfeld, page 20.
The broad range of special interests and social goals within the membership
led to the creation of numerous departments within the NEA --
and later to countless organizational spin-offs that shared the NEA philosophy.
1908.
John Dewey's article, "Religion and our Schools" was published in
The Hibbert Journal (July). He states, "Our schools ... are performing
an infinitely significant religious work. They are promoting the social
unity out of which in the end genuine religious unity must grow. ...dogmatic
beliefs... we see.. disappearing.... It is the part of men to... work for the transformation
of all practical instrumentalities of education till they are in harmony with
these ideas." [1]
Cuddy, page 11.
1916.
John Dewey is recognized as the leader of the "progressive educators.'
In Democracy and Education, he wrote, "There is always a danger that
increased personal independence will decrease the
social capacity of an individual.... It often makes an individual so insensitive
in his relations to others as to develop an illusion of being really able
to stand and act alone--an unnamed from of insanity which is responsible
for a large part of the remedial suffering of the world."
[1] Cuddy,
13. See also
The Re-establishment of Peacetime
Society
1921.
The Psychological Corporation ("concerned with... promoting the extension of
applied psychology....") was founded with "progressive educators" such as G.
Stanley Hall, Edward Thorndike and other 'Deweyites' as Directors.
[1] Cuddy,
15.
1932.
John Dewey became honorary president of the NEA.
[1] Cuddy,
page 17.
1933.
John Dewey co-authored the first Humanist Manifesto. It called
for a "synthesizing of all religions" and a socialized and cooperative
economic order." [1]
Cuddy, page 18.
1950s.
"Progressive educators (largely for Teachers College) had obtained key positions
in Colleges of Education and as school superintendents and principals around
the nation from which they could appoint teachers to their liking."
[1] Cuddy,
page 1.
1952.
In the Congressional Record, Senator William Jenners stated, "This
war against our Constitution ... is being fought here... in our schools... colleges...
churches... women's clubs. It is being fought with our money, channeled
through the State Department. It is being fought 24 hours a day.... while we
remain asleep.... The UN is at work... every day and night, changing the teachers,
changing the teaching materials, changing the very words and tones--changing
all the essential ideas which we imagine our schools are teaching to our young
folks." Sally Reed, NEA: Propaganda
Front of the Radical Left."[15]
1960.
"William F. Warde, in an article on "John Dewey's Theories of Education
(published in the INTERNATIONAL SOCIALIST REVIEW, Winter, 1960, issue) wrote:
"The Progressive Education Association, inspired by Dewey's ideas, later codified
his doctrines as follows:
-
The conduct of the pupils shall be governed
by themselves, according to the social needs of the community.
-
Interest shall be the motive for all
work.
-
Teachers will... serve as guides... rather than
as task-masters.
-
Scientific study of each pupil's development,
physical, mental, social and spiritual, is absolutely essential to the intelligent
direction of his development.
-
Greater attention is paid to the child's physical
needs....
-
Cooperation between school and home will
fill all needs of the child's development such as music, dancing, play and
other extra-curricular activities.
-
All progressive schools will look upon
their work as of the laboratory type, giving freely to the sum of educational
knowledge the results of their experiments in child culture."[5]
The Dan Smoot Report
John Dewey & his disciples
1899.
In The School and Society, John Dewey wrote, "The relegation
of the merely symbolic and formal to a secondary position; the change in the
moral school atmosphere... are necessities of the larger social evolution."
He quoted Friedrich Froebel who said, "The primary root of all educative activity
is in the instinctive, impulsive attitudes of children, and not in the presentation
and application of external material, whether through the ideas of others or
though the senses."[1]
Cuddy, page 10.
1904:
John Dewey (an admitted socialist) left the University
of Chicago to become head of Teachers College at Columbia University in New
York - where his ideas have molded the thinking of leading American "educationists"
ever since." When Dewey retired in 1930, two of his colleagues and disciples
at Teachers College - Dr. Harold O. Rugg and Dr. George S. Counts
- were well prepared to carry forward his drive for 'progressive education.'"[5]
The Dan Smoot Report.
1933.
Harold Rugg, president of the American Educational Research Association
and author of 14 Social Studies textbooks, said in The Great Technology:
"A new public mind is to be created. How? Only by creating tens of
millions of new individual minds and welding them into a new social mind.
"Old stereotypes
must be broken up and new climates of opinion formed in the neighborhoods of
America. But that is the task of the building of a science of society
for the schools..... Basic problems confront us: ... the development of a
new philosophy of life... appropriate to the new social order....
"Through
the schools of the world we shall disseminate a new conception of government--
one that will embrace all of the collective activities of men; one that will
postulate the need for scientific control and operation of economic activities
in the interest of all people."[1]
Cuddy, page 17.
1956.
"Dr. George S. Counts expressed the real purpose of Dewey's 'progressive
education': "... in school activities, in the relations of pupils and teachers
and administrators, the ideal of a cooperative commonwealth should prevail...
All of this applies quite as strictly to the nursery, the kindergarten, and
the elementary school as to the secondary school, the college, and the university."
"You will say, no doubt, that I am flirting with the idea of indoctrination.
And my answer is again in the affirmative, or, at least, I should say that
the word does not frighten me." Rosalie
M. Gordon, WHAT'S HAPPENED TO OUR SCHOOLS, AMERICA'S FUTURE, INC. 1956.
[5]
The Dan Smoot Report.
1956.
"Dr. Counts helped organize a small group of educators to study the problem
of changing the curricula, textbooks and teaching techniques in the schools
of America. The group was called the Commission on Social Studies of the
American Historical Association. Its work was financed by a $340,000 grant
from the Carnegie Corporation, one of the tax-exempt organizations which supports
the Council on Foreign Relations." Dan Smoot,
THE INVISIBLE GOVERNMENT, 1962. [5]
The Dan Smoot Report.
1958:
"The Commission recommended that separate courses in history, economics,
civics, and geography be abandoned - or, rather, all combined into one course
to be called 'social studies,' with emphasis on 'social' or 'conflict
of masses' ideas. ... 'Cumulative evidence supports the conclusion, that,
in the United States as in other countries, the age of individualism and laissez
faire in economy and government is closing and that a new age of collectivism
is emerging.'
"...it will involve a larger measure of
compulsory as well as voluntary cooperation of citizens in the conduct of
the complex national economy, a corresponding enlargement of the functions
of government, and an increasing state intervention in fundamental
branches of economy previously left to the individual discretion and initiative
- a state intervention that in some instances may be direct and mandatory
and in others indirect and facilitative....the actually integrating economy
of the present day is the forerunner of a consciously integrated society in
which individual economic actions and individual property rights will be
altered and abridged." Rene A. Wormser,
FOUNDATIONS, Devin-Adair, 1958, pp. 146 ff.
[5]
The Dan Smoot Report
Psychology
- the "science" behind NEA brainwashing
1879.
Wilhelm Wundt established the first laboratory in experimental psychology
at the University of Leipzig. His students and disciples included Dewey's
mentor G. Stanley Hall, Charles Judd and James Earl Russell (later dean
of Teachers College) and Pavlov (1884).
[1]
Cuddy, 7.
1882.
Having studied physiology, Marxism and German philosophy (including evolution)
at the University of Berlin -- and having earned his PH.D. in psychology at
Harvard, Dr. G. Stanley Hall (a member of the NCE) established America's
first laboratory in experimental psychology. Among his first students
was John Dewey. [2]
Sam Blumenfeld, page 45-47.
1889.
Teachers College at Columbia University was founded, but it didn't rise
to its prestigious position of leadership in "progressive" education until James
Earl Russell assumed the leadership. Like Dr. Stanley Hall, Russell
had studied in Germany, absorbed its evolutionary philosophies and was
a member of the exclusive NCE. He became an fervent fan of the New Psychology
soon to become "the dominating force in American pedagogy."
[2] Sam Blumenfeld,
page 48.
1896.
John Dewey's "educational laboratory" opened at the University
of Chicago. Called the Dewey School, it would pioneer experiments with behavioral
psychology. [1]
Cuddy, page 9.
1897.
My Pedagogic Creed by John Dewey was published. In it, Dewey states,
"I believe that the schools is primarily a social institution.... Examinations
are of use only so far as they test the child/s fitness for social life..."
[1]
Cuddy, page 9.
1912.
The NEA saw sex education as a useful tool in their values-changing process.
1921.
The Psychological Corporation ("concerned with... promoting the extension
of applied psychology....") was founded with "progressive educators" such as
G. Stanley Hall, Edward Thorndike and other 'Deweyites' as Directors.
[1]
Cuddy, page 15.
1948. B.F. Skinner
(1972 Humanist of the Year) described a society in which children are reared
by the State.
1956.
In
Taxonomy of Educational
Objectives, The Classification of Educational Goals, Professor
Bloom wrote, "...a large part of what we call 'good
teaching' is the teacher's ability to attain affective objectives through
challenging the students' fixed beliefs
and getting them to discuss
issues."[8]
See
The Mind-Changing Process.
1969.
"The Protestant Ethic will atrophy as more
and more enjoy varied leisure and guaranteed sustenance.... Most people will
tend to be hedonistic..." [2]
Feasibility Study, Behavioral
Science Teacher Education Program (B-STEP), Department of Health, Education
and Welfare, Bureau of Research.
1970.
Chester Pierce, Professor
of Education and Psychiatry at Harvard tells the Association for Childhood
Education International in Denver that "every child in American entering
schools at the age of five is insane because he comes to schools with certain
allegiances toward our founding father, toward his parents, toward a belief
in a supernatural being, toward the sovereignty of this nation as a separate
entity... "
Cuddy, page 51.
1970.
The Association
for Supervision and Curriculum Development (ASCD), the curriculum arm of the
NEA, published To Nurture Humaneness:
Commitment for the '70's. The visionary
statements of its authors are coming true in
our times: "Vital
questions of values, beliefs, feelings, emotions and human interrelationships
in all forms must be integral parts of the curriculum.[9]
Arthur Combs, Professor
of Education at the University of Florida
1981.
In his book, All Our Children Learning, Dr. Benjamin Bloom (called "the father of
Outcome-Based Education) wrote that "the purpose of education and the
schools is to change the thoughts,
feelings and actions of students."[10]
1988.
The ASCD (the curriculum arm of the NEA) published "Tactics for Thinking,"
a framework for teaching a new way of thinking which was developed at the Mid-continent
Regional Eduational Laboratory (McREL).
[1] Cuddy,
page 81. Critics equated it with brainwashing.
[See
"A New Way of Thinking"]
Supported by tax exempt foundations
1933.
Rockefeller Foundation president Matt Mason told trustees that "The
Social Sciences will concern themselves with the rationalization of
social control.... the control of human behavior. (Together with
the Carnegie Institute, it was also funding eugenics research).
[1]
Cuddy, page 18.
1948. The NEA was
funded in part by the Carnegie
Corporation.
1964.
The Carnegie Corporation appointed and funded The Committee on Assessing
the Progress of Education (chaired by Ralph Tyler) to obtain data on what
Americans under 30 years of age know. Also funded by Ford Foundation.
1988.
Ernest Boyer, president of Carnegie Foundation of the Advancement of Teaching
(CFAT), said schools must be seen, not as "academic centers", but as "social
service centers" that would provide day-long health-care (school-based health
clinics), day-care for pre-schoolers, and other social services.
[1]
Cuddy, page 81.
1992
Marc Tucker, director of the National
Center on Education and the Economy (NCEE -- began as an agency within the
Carnegie Foundation) and the master-mind behind this partnership between
schools and labor, proposed "breaking the current system, root and branch."
He said, "Our objective will require a change in the prevailing culture--the
attitudes, values, norms, and accepted ways of doing things."[11]
In a post election letter to Hillary Clinton, he wrote, "What is
essential . . . is that we create a seamless web of opportunities to
develop one's skills that literally extends from cradle to grave and
is the same for everyone...a system of unending skill development that begins
in the home and continues through school, post-secondary education and the workplace."
Global connections
& UN partners
1918.
"Russia is pointing the way to a great and sweeping world changes. It
is not in Russia alone that the old order is passing . There is a lot of the
old order in America, and that is going, too.... I am glad it is so." William
Boyce Thompson, Federal Reserve Bank director and founding member of the Council
on Foreign Relations wrote these words in the January issue of New York World.
[3]
Charlotte Iserbyt, page 10.
1922.
The International Federation of League of Nations Societies published
Propaganda Through the Schools.
[1]
Cuddy, page 15.
1925.
The International Bueau of Education was founded with a grant from the
Rockefeller Foundation. It later became part of UNESCO.[1]
Cuddy, page 15.
1935.
In a report presented at the 72nd annual NEA meeting, Willard Givens (later
NEA executive secretary) wrote: "A dying laissez-faire must be completely
destroyed and all of us... must be subjected to a large degree
of social control. .. The major function of the school is the social
orientation of the individual. It must seek to give him understanding of the
transition to a new social order."[1]
Cuddy, page 20.
1942. The editor of the
NEA Journal, J. Elmer Morgan,
wrote an editorial titled "The United Peoples of the World." In it, he explained
a world government's need for an educational branch, a world system of
money and credit, a world police force, "a world bill of rights and duties."
(December 1942),
page 261.
1946.
In his NEA editorial, "The
teacher and World Government," J. Elmer Morgan, wrote, "In the struggle
to establish an adequate world government, the teacher... can do much to prepare
the hearts and minds of children.... At the very top of all the agencies
which will assure the coming of world government must stand the school, the
teacher, and the organized profession."
The NEA Journal (January
1946); 1.
1946.
The NEA printed "National Education in an International World"
(Teacher's College): The establishment of [UNESCO] marks the culmination of
the a movement for the creation of an international agency of education....
Nations that become members of UNESCO accordingly assume an obligation to
revise the textbooks
used in their schools.... Each member nation... has a duty to se to it that
nothing its it curriculum... is contrary to UNESCO's aims."
1946.
An NEA-sponsored "World Conference of the Teaching Profession"
drafted a Constitution for a World Organization of the Teaching Profession.
It would be "a mighty force in aiding UNESCO" said William Carr (associate
secretary of NEA's Education Policies Commission).
[1]
Cuddy, 24.
1948.
Julian Huxley (first Director-General of UNESCO) wrote in
UNESCO: Its Purpose and Its Philosophy: The general philosophy of UNESCO should
be a scientific world humanism, global in extent and evolutionary
in background... In its education program it can... familiarize all peoples
with the implications of the transfer of full sovereignty from separate nations
to a world organization.... Tasks for the media division of Unesco
[will be] to promote the growth of a common outlook shared by all nations
and cultures... to help the emergence of a single world culture."
[1]
Cuddy, 25.
1968. Professor
John Goodlad reported that Professor
Benjamin Bloom [called Father of
OBE] "was invited by UNESCO in 1968 to submit a proposal for a six to nine
week training program which would partially fulfill recommendations made
at UNESCO's Moscow meeting dealing
with the formation of national centers for curriculum development and research...."
Bloom's "program was ultimately approved by the UNESCO General Council..."[7]
John I. Goodlad & Associates, Curriculum
Inquiry--the Study of Curriculum Practice (NY: McGraw Hill, 1979), 261.
Cited by Iserbyt, 25.
1976.
An NEA program titled
A Declaration of Interdependence: Education for a Global community,
was made available to schools across the country.
1981. professor Benjamin
Bloom explained that the International
Association for Evaluation of Educational Achievement (IAEEA ) "is an organization
of 22 national research centers which are engaged in the study of education.
This group has been concerned with the use of
international tests.... The evaluation instruments also represent
an international consensus on the
knowledge and objectives most worth learning."[12]
1985.
The curriculum arm of the NEA, the Association for Supervision and Curriculum
Development (ASCD) co-sponsored an international curriculum symposium in the
Netherlands. According to Education Week,
the ASCD executive director, Dr. Gordon Cawelti "urged representatives of other
Western nations and Japan to press for the development of a
'world-core curriculum' based on knowledge
that will ensure 'peaceful and cooperative existence among the human species
on this planet'."This World Core Curriculum
would be based on the teachings of theosophist Alice Bailey who received her
channeled instructions from her spirit guide, Djhwal Khul. The framework would
be written by occultist UN leader Robert Muller. His beliefs and influence are
explained in "The International
Agenda."
1988.
In "Globalism Tramples on American Values," Dr. D. L. Cuddy wrote: "...an
American Forum on Education and International Competence will.. have workshops
on such topics as 'Developing Strategies for Internationalizing State
Curriculum' and 'Political/Religious Challenges to Global Education.'... According
to a report by the Study Commission on Global Education, all school courses
should be 'infused with a global perspective.'"
St. Louis Post-Dispatch, May 12, 1988.
[1] Cuddy, 81.
1993.
The 240 international affiliates of the NEA and the American Federation of Teachers
joined to form Education International (EI). Its new president was the
former head of the NEA, Mary Hatwood Futrell.
[1] Cuddy, 100.
NEA's Revolutionary Goals
1948. The NEA...
produced a set of international guidelines called
Education for International Understanding
in American Schools - Suggestions and Recommendations.
It included this statement:
"The idea has become established that the preservation of international peace
and order may require that force be
used to compel a nation to conduct its affairs within the framework of an established
world system. The most modern expression of this doctrine of collective
security is in the United Nations Charter...
Many persons believe that enduring peace cannot be achieved so long as the
nation-state system continues as at present constituted. It is a system of international
anarchy."[13]
1956.
Former teacher, Communist and Union organizer, Dr. Bella Dodd states,
"...the Communist party whenever possible wanted to use the Teacher's Union
for political purposes but the party had a definite interest in education
also. The Communists in the Teachers' Union were for progressive education.
We were its most vocal and enthusiastic supporters.... Most of the programs
we advocated, the NEA followed the next year or so."
[1]
Cuddy, 32.
1962.
An editorial in the Chicago Sun-Times states: "...real control over
the nation's children is being shifted rapidly to the NEA. That organization
has about completed the job of cartelizing public schools education under ...
an organization known as the National Council for Accreditation of Teachers
Education, an agency whose governing council is tightly NEA controlled.
... The manner in which the NEA is usurping parental prerogatives... is...very
simple: control the education and hiring of teachers."
[1] Cuddy, 35.
1967.
Working with the educational establishment, Carl Rogers (1964 Humanist
of the Year) wrote a book called "A Plan for Self-Directed Change in an Educational
System:" "...the goal of education must be to develop individuals who are
open to change... The goal of education must be to develop a society
in which people can live more comfortably with change than with rigidity."
[1] Cuddy, 40.
1970.
The Association
for Supervision and Curriculum Development (ASCD), the curriculum arm of the
NEA, published To Nurture Humaneness:
Commitment for the '70's
[NEA,
1970). The visionary
statements of its authors are coming true in
our times:
"The old order is
passing.... The controls of the past were sacred.... Social controls
cannot be left to blind chance and unplanned change -- usually attributed to
God. Man must be the
builder of new forms of social organizations.... Here education must play a
stellar role."
(Dan W. Dodson, Professor
of Educational Sociology at N. Y. University)
"The school will need to be supplemented by neighborhood family centers which
provide infant care and developmental activity.... Education may well begin
at birth in cooperative family centers. (Francis Chase, Professor
Emeritus of the University of Chicago)
"Many daily decisions and value judgments now made by the individual will soon
be made for him... How to plan for one's children's education will be partially
taken out of his hands.
(John Loughary, Professor of Education at the University of Oregon."[9]
1972.
NEA president Catherine Barrett said, "We are the biggest potential
political striking force in this country, and we are determined to control
the direction of education."
"Those who rose highest in the public schools establishment and the NEA were
those most strongly committed to secularism and statism," wrote Blumenfeld.
Those two complementary philosophies fueled the vision of NEA leaders
who sought an utopian world, freed from Biblical constraints and ruled by humanist
politicians and taught by progressive educators. Parental rights and religious
freedom would be swallowed up by the surpassing rights and rules of the greater
community -- the controlled collective.
[2]Sam Blumenfeld,
31.
1880.
The National Council of Education (NCE) was established. An exclusive
forum for leaders in position of influence and power, in included John Dewey,
G. Stanley Hall, Charles Eliot and James Russell. Here they would
discuss progressive ideas, blend psychology and evolutionary 'science' into
a new vision of human progress, and lay the foundation for America's planned
transformation. B-43 Samuel Blumenfeld described their aims in NEA:
Trojan Horse in American Education:
"...to
create the kinds of schools and curricula which would produce, if not perfect
men, at least the kinds of men and women the educators considered desirable.
"The most important idea that would influence the educators was that
of evolution.... It was all 'matter in motion' and it fit in very well
with the dialectical materialism of the atheist Marxists who
were now able to link man's physical evolution with his social evolution."[2]Sam
Blumenfeld, 43.
Standards and accreditation
1974.
NEA president Helen Wise said, "We must seek professional standards and
practices legislation in every state so that we have a meaningful voice in
how teachers are trained, and who enters the profession." Resisters have
been harassed or driven from their profession.
Sally Reed,
75
1967.
NEA executive secretary Sam Lambert said, "NEA will become a political
power second to no other special interest group... NEA will have more and
more to say about how a teacher is educated, whether he should be admitted
to the profession, and whether he should stay in the profession."
1970.
NEA president
George Fischer told a NEA assembly that "a good deal of work has been done to
begin to bring about uniform certification controlled by the unified profession
in each state.... With these new laws, we will finally realize our 113-year
old dream of controlling who enters, who stays and leaves the profession....
we can also control the teacher training institutions."
1970.
An editorial in NEA's Today's Education stated, "The change-agent
teacher... is part of an association of colleagues in his local schools
system, in his state and across the country that makes up an
interlocking system of change-agent organizations. This kind of system is
necessary because changing our society through the evolutionary educational
process requires simultaneous action on three power levels."
1970s
(early). "NEA presidents such as Catharine Barrett... began to talk of de-emphasizing
academic basics in favor of teachers becoming philosophical 'change agents.'"[1]
Cuddy, 1.
1967.
The NEA Journal published "The New Social Studies," which said, "...the
most obvious change occurring in the social studies is a breaking away from
the traditional dominance of history, geography and civics. Materials from
the behavioral sciences.
...sociology, social psychology...are
being incorporated into both elementary and secondary school programs."
1988.
Dr. Donald A. Cowan asked a leading question during
a forum at the Dallas Institute of Humanities and Culture:
"What will take the place of logic, fact and analysis in the coming age?
The central way of thought for this new era will be
imagination.
Imagination will be the active, creative agent of culture, transforming
brute materials to a higher, more knowable state...."
1956.
In
Taxonomy of Educational
Objectives, The Classification of Educational Goals, Professor
Bloom wrote, "...a large part of what we call "good
teaching" is the teacher's ability to attain affective objectives through
challenging the students' fixed beliefs
and getting them to discuss issues."[8]
Note: While a sound body of factual knowledge
should be the foundation of all thinking processes,
this model reduced factual knowledge
and comprehension to the rank of
lower order thinking skills,
suggesting that traditional knowledge had become relatively insignificant--and
could even be a hindrance. In contrast, the more subjective processes--application,
analysis, synthesis, and evaluation--were elevated to
higher order thinking skills.
How can students apply, analyze, synthesize and evaluate without facts?
How can they reach a rational conclusion without comprehension?
They can't.In the absence of
foundational facts, those higher
order thinking skills can only lead to subjective, uncertain answers.
Without a broad knowledge base, children are rudderless and headed
for disaster. Deprived of the factual comprehension needed for moral, spiritual
and intellectual discernment, they cannot recognize deception. At the mercy
of manipulative social revolutionaries, they are ready to embrace the New
Age/Neo-pagan view of "reality" - which has no basis in
real reality.
Dr. Bloom's process
controls the outcome or end-product
of thinking which was often an opinion or a value judgment. By censoring
a students knowledge base, the teacher can direct the student's thinking.
It works. Through biased information, carefully designed hypothetical stories,
and pointed Socratic questioning, students are persuaded that their home-taught
beliefs and values are incompatible with the needs for the 21st century.
Consensus & Change through
Group Dialogue
1948. B.F. Skinner (1972 Humanist of the Year) described
a society in which children are reared by the State rather than their parents,
are never punished, and learn only "desirable" characteristics from birth.
[1] Cuddy, 25.
1952.
In Crowd Culture, Dr. Bernard Bell warns: "To the Dewyites,
a sound education is one which accustoms the pupils to discover group convictions
and then conform to them. This is known as 'becoming socially adjusted'.
... they assume that ... the group is always more trustworthy and
wise than anyone within it."[1]
Cuddy, 29.
1952.
National Training Laboratories (NTL) becomes a part of the NEA. In 1986,
it will be separated under the name NTL Institute for Applied Behavioral Science.
29
1967.
The NEA Journal published "Helping Children to Clarify Values"
by Louis Raths, Sidney Simon and M Harmin. It said: "The old approach
seems to be to persuade the child to adopt the 'right' values rather than
to help him develop a valuing process...."
Professor Sidney Simon went a step further.
His book, Values Clarification-A Handbook of Practical Strategies
for Teachers and Students, added a more intrusive note to the vast selections
of manipulative values-changing strategies used to speed the social transformation.
Among the classroom exercises which soon filtered into textbooks and schools
everywhere was a tactic called "values voting."... For example, "How many
of you
- think there are times when cheating
is justified?
- regularly attend religious services
and enjoy it?
- would choose to die and go to heaven,
if it meant playing a harp all day?"
1968.
NEA president Elizabeth Koontz tells the American Association of Colleges
for Teacher Education that "The NEA has a multi-faceted program already
directed toward the urban school problem, embracing every phase, from the Headstart
Program to sensitivity training for adults-- both teachers and parents."
1969.Today's
Education, an NEA publication,
contains "Forecast for the '70s," by Harold
and June Shane. They wrote, "...ten years hence it should be more accurate
to term [the teacher] a 'learning clinician.' This title is intended
to convey the idea that schools are becoming 'clinics whose purpose is to
provide individualized psychosocial 'treatment' for the student, thus increasing
his value both to himself and to society." Children would "become the objects
of [biochemical] experimentation."
1969.
In Schools without Failure, psychiatrist William Glasser
wrote: "We have to let students know there are no right answers... and may
alternatives to certainty and right answer."
Note:
To understand this planned rebellion against biblical values, consider
Schools Without Failure, which introduced a manipulative
strategy for turning the class into an encounter and counseling group:
Children would share their feelings and air their complaints
under the guidance of a trained facilitator with a politically correct
answer. They learned to empathize with another's lust and respect
each other's feelings. Soon, they had traded God's moral standards for self-made
choices. No longer would authoritarian parents impose their values on submissive
children. They would write their own rules! Or so they thought.
Actually Glasser's tactics manipulated students into yielding individual
choice -- along with privacy and family loyalty.... A child's "honest" sharing
about family activities gives school officials the needed data about family
values. It enables them to monitor every family member -- not just the kids
in the classroom.
1972.
William Glasser's Institute of Reality Therapy was affiliated with ICC
(International Cooperation Council (which became Unity-and-Diversity World
Council). Rejecting the ICC "proposal for New Consciousness Education, the
California Scientific Information and Education Council stated, "Taxpayers should
not be expected to support programs which would destroy previously held political,
moral and religions convictions, in an attempt to homogenize all individuals
into a common human nature and all societies into a one-world government."
1976. Phi Delta Kappan printed "America's Next 25 Years:
Some implications for Education" by Harold Shane, Project Director
for the NEA Bicentennial Committee.
Notice that Shane used the same buzzwords that characterize Outcome-based
Education today:
Rather than adding my voice to those who urge us to go "back to the basics,"
I would argue that we need to move ahead to
new basics... Certainly, cross-cultural
understanding and empathy have become fundamental skills of human relations
and intercultural rapport... the arts of compromise and reconciliation, of
consensus building, and of planning for interdependence, a command of these
talents becomes "basics"... As young people mature, we must help them develop...
a service ethic which is geared toward the real world... the global servant
concept in which we will educate our young for planetary service and eventually
for some form of world citizenship.Harold Shane, "America's Next
25 Years: Some Implications for Education,"
Phi Delta Kappan (September 1976).
Cuddy 59.
1977.
In Social Change (vol
7, #2), a newsletter from
the NTL Institute for Applied Behavioral Science, Massell Smith wrote,
"Couch the language of change in the language of the status quo. Use the
stated objectives of the status quo."
I want to thank Dennis Laurence Cuddy, Ph.D., former Senior Associate in the
U.S. Department of Education, for providing
most of the quotations below from his extensive
Chronology of Education.
[1]
I also thank Charlotte Iserbyt, former Senior Policy
Advisor with the U.S. Department of Education, and Dr. Samuel Blumenfeld for
their vital contributions.
1. Dennis Laurence Cuddy, Ph.D., Chronology of Education
With Quotable Quotes (Highland City, FL: Pro Family Forum, Inc., 1993).
The quotes in the Introduction are from from pages
15, 24, 24. The quotes in the chronology
are listed by dates and can be found in the same chronological order in Dr.
Cuddy's book.
2. Samuel L. Blumenfeld, NEA: Trojan Horse in American Education
(Phoenix, AZ: The Paradigm Company, 1985).
The
quotes in the Introduction are from from page 78.
3. Charlotte Iserbyt, The Deliberate Dumbing Down of America
(Ravenna, OH: Conscience Press, 1999). The quotes in the Introduction are from
from pages 40, 48.
4. Lewis A. Alesen, M,D., Mental Robots (Caldwell, Idaho: Caxton
Printers, Ltdl, 1960), page 59.
5. The Dan Smoot Report -October 22.
6. http://www.nd.edu/~rbarger/www7/nea.html
7.
John I. Goodlad & Associates, Curriculum
Inquiry--the Study of Curriculum Practice (NY: McGraw Hill, 1979), 261.
Cited by Iserbyt, 25.
8.
David Krathwohl, Benjamin
Bloom and Bertram Massia, Taxonomy of Educational Objectives, The Classification of Educational Goals,
Handbook II: Affective Domain, (McKay Publishers, 1956), 55.
9. To Nurture Humaneness: Commitment
for the '70's (Washington DC: Association for Supervision and Curriculum Development,
NEA, 1970);
pages 50-51,
106-107, 79 and 181.
10.
Benjamin Bloom, All Our Children Learning
(NY: McGraw Hill Paperbacks, 1981), 33, 35. Cited by Iserbyt, 25.
11.Marc
Tucker, "How We Plan to Do It," Proposal to the New American School Development
Corporation: National Center for Education and the Economy, July 9, 1992.
12.
Benjamin Bloom, All Our Children Learning
(NY: McGraw Hill Paperbacks, 1981), 33, 35. Cited by Iserbyt, 25.
13.
Dennis Cuddy, Ph.D., The Grab for Power:
A Chronology of the NEA (Marlborough NH: Plymouth Rock Foundation, 1993);
8.
Arthur M. Schlesinger, Jr., THE AGE OF ROOSEVELT, THE POLITICS
OF UPHEAVAL, Houghton Mifflin Company, Boston, 1960, pp. 154 ff.
14.
Marc Tucker, "How We Plan
to Do It," Proposal to the New American School Development Corporation: National
Center for Education and the Economy, July 9, 1992.
15. Sally D. Reed, NEA:
Propaganda Front of the Radical Left (No publisher mentioned in the book,
1984.
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