"The most widespread form of child abuse in the United States is parents' sending children to the government to be educated." -- Neal Boortz
"Our schools have been scientifically designed to prevent overeducation from happening. The average American (should be) content with their humble role in life, because they're not tempted to think about any other role." U.s Commissioner of Education, William T. Harris, 1889
The quality of education has been sacrificed for quantity, and as a result, academic inflation and the devaluation of information has turned intellectual ambition into apathy and bright minds into gray mush. In an effort to be multicultural and eclectic, class curricula have become shallow and disorganized in their effort to teach students a global viewpoint. Topics are taught piecemeal, and never do teachers spend time to help students integrate the pieces into a coherent picture that can be used or built upon. And even if within a class the ideas are put together, between classes the grand education still remains compartmentalized.
For example, both geometry and physics can be mastered by the average student, but the connection and communication between the two often are not. When physics is taught in a junior high or high school physics class, it involves only the most elementary of geometry concepts, and vice versa. Without synthesis of the two, each remains without purpose or effectiveness. Such synthesis between topics is neglected in the school curriculum, and consequently one’s experience in the public education system becomes a vague memory of random, meaningless, and useless facts, just as a disassembled engine is just a junk heap of random metal parts. Most school subjects themselves aren’t even real knowledge. History books are full of purposely engineered inaccuracies and distortions for the sake of corporate gain and political correctness.
So much in school concerns extracurricular activities that time which could be spent on real world activities is instead being wasted in these trivialities. The effect is the amassing of students dependent upon the system and isolated from the real world. Social, financial, and academic dysfunction result. Once again, quantity over quality has prevailed, because there is no profit for the supplier in quality. Quality only helps those in the demand, but when consumers of education have themselves been dumbed down to primal levels, discernment and appreciation of quality disappear.
Parents are happy. Moms get to watch their soap operas and dads get to work while their kids are being babysat. They don’t have to worry about teaching morality or ethics to their children because it’s being done for them in school. They don’t have to entertain them or spend genuine time with them because these children are too busy being entertained in school functions. Moms just have to drive their girls to soccer practice, and dads toss the football a few times. Perfectionist parents keep their child competitive not by guiding them and helping them on a daily basis, but by yelling them once a school quarter when report cards come out.
Anyone
interested in the truth will be shocked by the way American social
engineers have systematically gone about destroying the
intellect of
millions of American children for the purpose of leading the American
people into a
socialist world government.
Documents the gradual transformation of our education system from
a once academically successful education system into one devoted to
training children to become compliant human resources to be used by
government and industry for their own purposes. "The price of
freedom has often been paid with pain and loneliness." The
Office of Education Research
and Improvement (OERI) of the U.S
Department of Education is
the office from which all the controversial national and
international educational restructuring has emanated. This is a war,
another kind of war. One that has been fought in secret, in the
schools of our nations, targeting our children who are captive in the
classrooms using very sophisticated and effective tools such as the
Hegelian Dialectic (common ground, consensus and compromise),
Gradualism (two steps forward, one step back), and Semanic deception
(redefining terms to get agreement without understanding.) T.H
Bell, the U.S Secretary of Education said, "We
need to create a crisis to get consensus in order to bring about
change."
Whether
an action is good or bad will be decided by a "Global
Government's Global Conscience," as recommended by Dr. Brock
Chisholm, executive secretary of the World Health Organization,
Interim Commission in 1947, and later in 1996 by current US Secretary
of State Madeline Albright.
The mind of the average American became "trained"
(conditioned) to accept the idea that education exists solely for the
purpose of getting a good paying job in the global workforce economy.
Dr. Francis Schaeffer, when discussing the evils of B.F Skinner, in
his book Back To Freedom and Dignity (1972) warned: "Within the
Skinnerian system there are no ethical controls; there is no boundary
limit to what can be done by the elite in whose hands the control
resides." It all started a long time ago, in 1762 with the book
Emile by Jean-Jacques Rousseau. Later again in 1832 by Wilhelm
Wundty, founder of Experimental Psychology. The first experiment
with "Outcome-Based
Education" (OBE)
was conducted in England in 1862. Mastery Learning (ML) and it's
fraternal twin Direct Instruction (DI) are key components of OBE and
Effective Schools Research (ESR). Edward Lee Thorndike, created
animal psychology, which included the study of humans as animals.
Created the "puzzle box" now used mostly by lab rats.
Thorndike's primary assumption was the same as Wundt's, that man is
an animal and that his actions are actually always reactions, and
that he can be studied in a laboratory in much the same way as an
animal. He equated children with the rats, monkeys, fish, cats, and
chickens upon which he experimented in his laboratory. He was
prepared to apply what he found there to learning in the classroom.
He extrapolated "laws" from his research
into animal behavior which he then applied to the training of
teachers,
who took what they had learned to every corner of the United States
and rain their classrooms, curriculum, and schools on the basis of
this new 'educational' psychology. In 1896 Psychology by John Dewey,
the father of Progressive Education was published. This became the
most widely-read and quoted textbook used in schools of education in
this country. Just before he published the book, he had joined the
faculty of the Rockefeller-endowed University of Chicago as the head
of the combined departments of philosophy, psychology and pedagogy
(teaching). The university gave him money to establish a laboratory
to apply his
psychological
principles and experimental techniques to the study of learning. The
Dewey School, later became known as the University Of Chicago
Laboratory School. Dewey's recommendation was indeed radical: build
the curriculum not around academic subjects but around occupational
activities while provided maximum opportunities for peer interaction
and socialization. All of this funded by several wealthy American
families and their tax-exempt foundations. Only a
dumbed down population,
with no memory of America's roots as a prideful nation, could be
expected to willingly succub to the global workforce training planned
by the
Carnegie Corporation and the John D Rockefellers.
The General Education Board (GEB) was incorporated by an act of the
United States Congress. Approved January 12, 1902, the General
Education Board was endowed by John D Rockefeller, Sr., for the
purpose of establishing an educational laboratory to experiment with
early innovations in education. In 1905 the Intercollegiate
Socialist Society (ISS) was founded in New York City by Upton Sinclair, Jack
London, Clarence Darrow and others. It's permanent headquarters were
established at the Rand School of Social Studies in 1908 and ISS
became the League for Industrial Democracy (LID) in 1921. John Dewey
became the president of it in 1939.
In
1919 the Institute of International Education (IIE) was founded
through a grant from the Carnegie Endowment for International Peace.
It's purpose was to operate a student exchange program. In 1921 the
League for Industrial Democracy changed it's name from the
Intercolligiate Socialist Society (ISS) and stated it's purpose as:
"Education for a new social order based on production
and not for profit." The late Professor Carroll Quigley of
Georgetown University described the CFR as a "front for J.P
Morgan and Company in association with a very small American Round
Table Group." Quigley further commented: "The board of
the CFR have carried ever since the marks of their origin.... There
grew up in the 20th century a power structure between London and New
York which penetrated deeply into university life, the press, and the
practice of foreign police... The American branch of this "English
Establishment" exerted much of its influence through five
American newspapers. New York Times. New York Herald Tribune,
Christian Science Monitor, Washington Post. In 1925 The
International Bureau of Education, formerly known as the Institute
Jean-Jacques Rousseau, was established with a grant from the
Rockefeller Foundation. The Bureau became part of the United
Nationas Educations, Scientific, and Cultural Organization (UNESCO).
In 1925 it was Tennessee Vs. John Thomas Scopes, or the Scopes
"monkey trial" took place in Dayton, Tennessee. It
regarded the teaching of the theory of evolution. Editor's note:
Huxley could have continued by predicting that educational and
training methods in the future would be based on the theory of
evolution, that man is an animal to be trained as Pavlov, Thorndike,
and Skinner trained animals.
Mr.
O.A Nelson, retired educator, has supplied the vitally important
documentation needed to support the link-up between the textbooks and
the Council on Foreign Relations. His letter was first printed in
"Young Parents Alert" (Lake Elmo, Minnesota) - He said that
in 1928 he was asked to speak to the American Association for the
Advancement of Science. He was asked to attend a special educational
meeting after the AAAS meeting. He said there was 13 people there.
Eleven of those were leaders in education, John Dewey, Edward
Thorndike, and others all of equal rank. He check later and found
that ALL were paid members of the Community Party of Russia. They
were discussing Modern Math, and he objected at one point because it
was too much memory work, and math is reasoning, not memory. Dr.
Ziegler turned to him and said "Nelson, wake up@ That is what we
want.. a math that the pupils cannot apply to life situations when
they get out of school." As far as understanding math was
concerned.. The radical change was introduced in 1952. It was the
one we are using now.
"And
the builder of this new world must be education... Plainly, the first
step in the case of each country is to train an elite to think, feel,
and act internationally." The preceding words of Paul Mantoux
of Paris, France are taken from the foreword to International
Understanding by John Eugene Harley, published by Stanford University
Press in 1931. In 1932 Brave New World by Aldous Huxley was
published. In this famous work Huxley satirized the mechanical world
of the future in which technology replace much of the everyday
activities of humans. In this book Toward a Soviet America, William
Z. Foster wrote that the whole basis of organization of capitalist
science will be revolutionized. Science will become materialistic,
hence truly scientific. God will be banished from the
laboratories as well as from the schools. The National Education
Association created the Educational Policies Commission (EPC) in 1932
for the purpose of changing the Goals for American Education. In
1944 the EPC prepared a volume of extreme importance entitled
"Education for All American Youth" This document told, in
fictional format, how the "Planners" would solve all the
problems, not just of youth, but of two imaginary communities --a
village and a city -- through involving citizens in cooperation for
the goals of the planners. The following goals are laid out in this
book. Federal programs for health, education, and welfare combined
into one giant bureau. Head Start programs. Getting pre-school
children into the system. Federal funds without federal control.
Youth services through a "poverty program" Removal of
local control of political control and education matters "without
seeming to do so".
"The world of academia does not resonate too strongly with many who walk the path of conscious and spiritual growth. This is, perhaps, understandable when one considers that many entrenched academic concepts of institutional consensus, received wisdom and logical criteria for truth, can seem rather opposed to the trajectory of authentic conscious deepening. Not only that, but from a shadow perspective, it’s relatively straightforward to hijack the academic edifice. After all, if you can sequester the system, you can effectively steer all those who study under it.
"In the West, the academic paradigm is still perceived as the ultimate hub for establishing scholarly credibility and continues to serve as the empirical arbitrator of accomplishment and consensus reality. Here in the US, I have noted that there’s still a great deal of fuss made about sticking Dr. in front of someone’s name. Billboards, TV and radio commercials, books and business cards are plastered with such academic titles. Dr Somebody is wheeled in as a talking head for some garish infotainment show, so as to offer an ‘expert’ view of politics, science, history or whatever. Many people buy it, hook, line and sinker. " Neil Kramer
