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.
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Wednesday, February 11th 2009 at 6:56PM
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