The Socialist Vision and Global Connections of the NEA
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."
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Sources/Reference:
Dennis Laurence Cuddy, Ph.D., former Senior Associate in the U.S. Department of Education, provided most of the quotations below from his extensive Chronology of Education. [1] Charlotte Iserbyt, former Senior Policy Advisor with the U.S. Department of Education, and Dr. Samuel Blumenfeld.
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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