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21st Century Schools Kent Tempus&nb

Article entitled "21st Century Schools Will Offer Learning for All Citizens" covering important speech in the mid nineties by William Lepley, State Supt. Of Schools, Iowa. Lepley, a major change agent, said "schools will be hub of community centers for family and social services open year round lifelong. In the ideal community the superintendent coordinates children and family services, in addition to education."

21st Century Schools Kent Tempus    

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A Message From The Secretary G
oals 2000 - GHW Bush - La
mar Alexander -1991-72pg-EDU.sml.pdf

The restructuring of American education from academics to the failed Soviet polytech system (2006 work force training system) is made very clear in the following remarks by former President G.H.W. Bush at the Presentation of the National Education Strategy in 1991: Fortunately, we have a secret weapon in America's system of colleges and universities-the finest in the entire world . The corporate community can take the lead by creating a voluntary private system of World Class Standards for the workplace .
Employers should set up skill centers where workers can seek advice and learn new skills. But most importantly, every company and every labor union must bring the worker into the classroom and bring the classroom into the workplace.

A Message From The Secretary Goals 2000-GHW Bush, Lamar Alexander-1991    

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Accreditation System from USSR forS
C 1987-2pgs-EDU.sml.pdf

State Office
The University of : Michigan,
State Dr. Dr. William Buhaw
Regional Office
Centred Michigan University, Mt. Pleasant
Assoc. State Director : Dr. Robert Mills

The North Central Association's Outcomes Accreditation (OA) model has generated ` considerable interest among Michigan educators. It is a process that follows many of the principles of the "Effective Schools Research" and results in schools focusing their activities on improving student success . But as with any new initiative, certain basic questions ought to be asked and answered before schools should commit their energy and resources . This brochure attempts to answer some of the questions which have been raised about the NCA's Outcomes Accreditation (OA) model.

Accreditation System from USSR for SC 1987    

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Advertiser -73-74-6pgs-EDU.sml.pdf

Probably the most important early (1946) documentation of the plan to communize American education. This article by Dorothy Dawson, secretary to the school superintendent, entitled "Community Centered Schools THE BLUEPRINT which appeared in the Montgomery County, Md. "Advertiser" , April 11, 1973, clearly spells out the socialist education revolution which would take place in American education, using Montgomery County schools as pilot schools for experimentation. The article includes the Educational Program for Montgomery Co. Schools as proposed by Dr. Nicholalus L. Englehard and Associates, Consultants, and written by Dr. Walter D. Cocking, New York City, 1946. In the Letter of Transmittal, they asked that the program"should be put into operation gradually."

Advertiser 1973 1974    

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Agreement Between US and USSR 
in all Educational Fields -1985-41p

Copy of Agreement between United States (President Reagan) and the Soviet Union (President Gorbachev) related to many fields of endeavor, but with special reference to merger of U.S.A. and Soviet (Russian) education systems. Important excerpts follow regarding the purpose of the agreements: "The facilitation of the exchange, by appropriate organizations, of educational and teaching materials (including textbooks, syllabi and curricula), materials on methodology, samples of teaching instruments and audiovisual aids." "The Parties will encourage exchanges of representatives of municipal, local and state governments of the U.S.A and the U.S.S.R . to study various functions of government at these levels.

Agreement Between US and USSR in all Edu cational Fields 1990    

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All Our Children Learning - Be
njamin Bloom -1982-290pgs-EDU.sml.pdf

These three papers, "Early Learning in the Home," "The Effect of the Home Environment on Children's School Achievement and "Stability and Change in Human Characteristics: Implications for School Reorganization," could be read with profit by most parents who are concerned about the educational progress of their children. Elementary school teachers, principals, and curriculum specialists should also be aware of the ideas developed in these papers.

All Our Children Learning Benjamin Bloom 1982    

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Americas Road To Ruin - Iserby

Transcript of Charlotte Thomson Iserbyt speaking on the Secret History of Western Education: the Scientific Destruction of Minds.

Americas Road To Ruin-Iserbyt-2011    

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An Expose Community Education -38pg

This is "THE" major report on Community Education written by two superb researchers from Wisconsin, the late Ruth Feld and Jil Wilson. Its significance is enormous, not only for researchers, but for everyone on this planet, since community education is the UN's birth through death communistic plan to control all of us birth through death. Regionalism, sustainable development, community policing, faith-based initiaves, school-based clinics, etc., etc. come under community education (re-education, ed). This report covers in great detail: definition of community education (C.E.) UN/UNESCO, Change Agents in C.E., Strategies in C.E., Individually Guided Education in C.E., History of C.E., International C.E., Blueprint for Community-Centered Schools, Future of Education.

An Expose Community Education    

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Aspen Institute Annual Meeting -197

A good example of what transpires at these important Annual Meetings is described in the minutes of this meeting of the international elites who form the membership of the Aspen Institute. Some quotes follow: "One of the direct outcomes was the Aspen Institute's participation in Philadelphia's Bicentennial Era Program 'A Declaration of Interdependence' Harlan Cleveland helped this imaginative enterprise, a project of the World Affairs Council. The program in International Affairs has also been active in forming a new non-profit organization 'Global Perspectives in Education, Inc.' with Clark Kerr as Chairman and Harlan Cleveland as Vice Chairman to develop teaching suggestions and public support for international curriculum in United States elementary and secondary schools."

Aspen Institute Annual Meeting-1978    

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Back to Basics Reform - Charlo
tte Iserbyt -1985-17pgs-EDU.pdf

In Back to Basics Reform... you will discover academics are incidental in the federally-driven systemic school restructuring. You will find federal/international/world-class [education] standards are steeped in non-academic objectives. (Note: Bush's No Child Left Behind Act (NCLB) holds public schools accountable for a child's acquisition of attitude, value, and behavior outcomes that are nestled in state standards and integrated with academic curriculum! NCLB also demands accountability for having highly qualified educators,of which national certification is based in part on an educator's ability to collect and assess a child's personal information, use behavior psychology-based practices on kids, and more.)

Back to Basics Reform-Charlotte Iserbyt-1985    

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Behavior Analysis and Behavior Modi
fication - Malott - Tillema -&
nbsp;Glenn -1978-499pgs-EDU.sml.pdf

We drew many of our examples from everyday life, from events familiar to us all, events that may often puzzle us even though we've seen them many times. Most readers find such everyday examples to be rewarding because we're talking about them. Most readers also find such everyday examples help them understand the points being taught because they already understand the examples themselves. And most readers find such everyday examples to be useful because they can apply our analyses to other similar examples they meet in their normal lives. But we've also drawn many of our examples from clinical cases and other areas involving professional behavior modifiers. Readers find these professional examples rewarding, because such examples often involve extreme cases of behavioral deviation, cases whose causes and solutions are not, at first,clear. And readers find such professional examples useful, because they help them understand the role of the professional behavior modifier, either for future jobs for themselves or simply as part of their general education.

Behavior Analysis And Behavior Modification-Malott-Tillema-Glenn-1978    

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Behavioral Science Teacher Education&nbs

Write up of the most important federally funded teacher education program geared to change teacher from transmitter of facts (content) to behavior modifier, using values clarification, etc. Bettye Lewis, one of the nation's most prominent education researchers, possessed the multi-volume Behavior Science Teacher Education Program (BSTEP) and was able to critique it in detail. This is the teacher re-education program which resulted in many good school superintendents leaving their profession, realizing that their raison d'etre (the promotion of academic education) would be a thing of the past.

Behavioral Science Teacher Education    

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Brain Washing A Synthesis of T
he Russian Text Book on Psycho
politics - Charles Stickley -63pgs-

Ever wonder why many Americans react to important information with a blank stare? This entry will help you understand since it explains the history of psycho-political warfare being waged against Americans since prior to World War II. Of utmost importance is inclusion of the transcript of a speech by Lavrentia Beria, head of the Soviet Secret Police, to American students at Lenin University prior to 1936. One revealing excerpt follows from Beria's speech: " The failure of Psychopolitics might well bring about the atomic bombing of the Motherland . If psychopolitics succeeds in its mission throughout the Capitalistic nations of the world, there will never be an atomic war, for Russia will have SUBJUGATED ALL OF HER ENEMIES. Communism has already spread across one sixth of the inhabited world. Marxist Doctrines have already penetrated the remainder. An extension of the Communist social order is everywhere victorious. The spread of Communism has never been by force of battle, but by conquest OF THE MIND. IN PSYCHOPOLITICS WE HAVE REFINED THIS CONQUEST TO ITS LAST DEGREE."

Brain_Washing A Synthesis of The Russian Text Book on Psychopolitics-Charles Stickley-1959    

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Brainwashed Into Slavery - Kenneth&
nbsp;Goff -circa_1940-66pgs-COM.sml.pdf

Shocking expose of communist textbook on psycho-political warfare. Evidence of its use in schools across our nation, disguised as "psychology".

Brainwashed Into Slavery-Kenneth Goff-circa 1940    

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Brainwashing The Men Who Defied&nbs
p;It - Edward Hunter -1956-289pgs-P

The new word brainwashing entered our minds and dictionaries in a phenomenally short time. This sinister political expression had never been seen in print anywhere until a few years ago. About the only times it was ever heard in conversation was inside a tight, intimate circle of trusted relatives or reliable friends in Red China during the short honeymoon period of communism. The few exceptions were when a Red indoctrinator would lose his temper and shout out, "You need a brainwashing."

Brainwashing The Men Who Defied It-Edward Hunter-1956    

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Cal Leg The Acquisition of Kno
wledge - Programmed Conditioned Res
ponses - Robert Burke -1971-45pgs-G

Several months ago, my office accumulating material which had particular significance in the area of Planning, Programming, Budgeting Systems because of its potential use as a tool of fiscal accountability in the field of education. As we searched into the information available on the application of this subject in education, it became increasingly difficult to see any relationship between the proposed programs and fiscal accountability. It was apparent after a study of the methods proposed for use by the schools for accountability purposes that fiscal accountability was being minimized and the techniques were being promoted for achieving behavioral objectives.

Cal Leg The Acquisition of Knowledge-Programmed Conditioned Responses RobertBurke-1971    

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Carnegie Conclusions and Recommendations

"Conclusions and Recommendations for the Social Studies", funded by the tax-exempt Carnegie Corporation of New York, published in 1934, is the most important report ever written on the future of American education. All its recommendations and its philosophy are an intrinsic part of education in the United States today. Professor Harold Laski, a philosopher of British socialism, said of this report: "At bottom, and stripped of its carefully neutral phrases, the report is an educational program for a 'Socialist America'. One excerpt from this important report reads "The implications for education are clear and imperative: (a) the efficient functioning of the emerging economy and the full utilization of its potentialities require profound changes in the attitudes and outlook of the American people, especially the rising generation--a complete and frank recognition that the old order is passing, that the new order is emerging, (pp. 34-35).    
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Carnegie UNITS  Should Go -&nb
sp;Robert Rothman -1998_Edu_sml.pdf

This article which appeared in Education Week, November 2, 1988 said in part "A national panel of state board members last week called for scrapping a time-honored feature of the American education system: graduation requirements based on the so-called Carnegie units, or the "seat time" students spend in various subject areas. It urged that policymakers replace the units with systems that require students to meet defined performance standards. This was the final implementation of the long-planned Outcomes Based Education based on Benjamin Bloom/Skinner's mastery learning method which is vital for value change and work force training    
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Center for Economic Development -&n
bsp;America 2000 Recruiting Form -1

This is perhaps the most shocking, unbelievable piece of paper emanating from one of the federal government's America 2000 (President George Bush, Sr.)program that this writer has ever seen! This letter to "Dear Taxpayer" offers $1,120 a week to the recipient if he/she will propagandize America 2000 in their community. It goes on to say "Headquartered in Washington, D.C., the Center for Economic Development is committed to implementing America 2000. America 2000 is a U.S. Department of Labor program sponsored under the Secretary's Commission on Achieving Necessary Skills." After several education researchers inquired about this job, the office, we believe, seems to have disappeared.    
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Center for Youth Apprenticeship -6p

Booklet explaining school-to-work agenda of Maine's Center for Youth Apprenticeships. Center headed by an International Advisory Board of Governors.    
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Centers of Learning - The Futu
re Minteer -1pg-1989-EDU.sml.pdf

Schools of the Future. They'll become Centers of Learning, Bremerton Sun, 10/14/89. Shirley McCune, Senior Director of the federally-funded Mid Continent Regional Ed Laboratory, stated in part that "the school of the future must be far different than that of today to meet the changing needs of society. When you walk in the building there's a row of offices. In one are drug counselors. One is for social security. Another, family and child psychologists. Yet another has a doctor and nurse who do well-child exams. In the cafeteria, senior citizens mingle with students, there's a child care center in the gym, homemakers are taking exercise classes, etc. These are 'community centers,' not just schools."    
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Change Agents in The Schools -
 Barbara Morris - 1979-310pgs-EDU.s

A remarkable book which exposes the goals of American education by a respected researcher and author of many books on American education. Barbara Morris cuts through all the semantic deception dished out to parents and teachers on a regular basis. A must read in every way! One excerpt follows:
The purpose of most of the activity that takes place in public, and often, in private and church schools, is not to change the child by developing his intellect, teaching him skills and a traditional body of knowledge. Rather, the purpose is to eliminate existing traditional beliefs, values, attitudes and behaviors and to replace them with new beliefs and behaviors that will render the child susceptible to manipulation, coercion, control and corruption for the rest of his life. To substantiate the above definition, the scope and effect of change agentry will be unfolded in many ways throughout this book . It should also be kept in mind that the term "change agent" is not an invention of the author, but the creation of the government and education establishment.

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Child Abuse In The Classroom -
 Schlafly -1984-440pgs-EDU.sml.pdf

Official transcript of proceedings before the U.S. Dept. of Education. Proposed regulations to implement the Protection of Pupil Rights Amendment. Also known as The Hatch Amendment.    
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Child Psychiatry - Brock Chisolm&nb

This document deals with the reasons for for early public child care. GENERAL CHISHOLM'S REMARKABLE LECTURES on The Reestablishment of Peacetime Society will undoubtedly startle many people. This is not the first time that wisdom has mercilessly illuminated the nature and consequences of the fantastic fabric of man's training and behavior. But I dare say that it is one of the few occasions in which pitiless disclosure has been accompanied by the drawing of a clear, cleanly-defined alternative which may inspire our efforts. General Chisholm is paradoxical. He not only pleads for mature men and women, but the nature of his plea discloses that he himself is that extraordinary creature, a man of maturity.    
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Children to Robots - Effective 
;Schools - Values Clarification -19

Following are notes taken on the telephone from conversation with John O'Neil of Texas. Mr. O'Neil ordered the twelve volumes and is in the process of studying and evaluating them . The notes I took give verbatim quotes from "Introduction to Course Goals for Educational Planning and Evaluation,"2nd ed.,and "Program Goals and Subject Matter Taxonomies for Course Goals", 4th ed.    
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Chronology Of Education - Dennis&nb
sp;Laurence Cuddy PhD -1994-143pgs-EDU.s

A CHRONOLOGY OF EDUCATION WITH QUOTABLE QUOTES - If someone told the American people today that he or she and those with the same philosophy or ideology were going to destroy the values parents were instilling in their children, and that these same people were going to take control of the country there would be a tremendous and swift reaction by the American public. However, when almost the same things were said by Humanists Sidney Hook and H . J. Blackham, the public hardly reacted at all . In the January/February, 1977 issue of The Humanist, Hook (signer of the 1973 Humanist Manifesto) wrote that "human beings can be influenced to examine critically their religious beliefs only by indirection, (by which) I mean the development of a critical attitude in all our educational institutions that will aim to make students less credulous to claims that transcend their reflective experience."    
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Coalition for Essential Schools -&n
bsp;Theo Sizer -1980s-2pgs-EDU.sml.pdf

Exact text taken from Coalition for Essential Schools "Re-Learn" Workshop for Teachers packet handed out at Rhode Island Training Workshop. This is Professor Theodore Sizer's program associated with Brown University's Coalition of Essential Schools. It calls for "less is more" similar to Hitler's philosophy of education; and as in communist education does away with grades; calls for mastery of specific skills; NO college bound, general or vocational tracks. Being implemented as one of restructuring models across the country.    
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Compact for Education - Duke U
niversity -1965-42pgs-EDU.sml.pdf

This 1965 Compact for Education served as the seed for what would become the Education Commission of the States (ECS), a hybrid entity which disseminated federal education policy and fiscal/accountability directives, model curriculum, teaching methods, etc. across the nation, resulting in all states having basically the same education and funding agenda. Since the change agents involved in creating ECS knew it would be difficult to get state legislators to jump on board and fund such an unconstitutional, they persuaded the Carnegie Corporation to provide the initial funding. The Chairman of each State Senate Education Committee serves as an advisor and attends important meetings where intra and inter-state policy initiatives are discussed.

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Competency Tests in City Schools&nb
sp;- Washington Post - Feinberg&nbs

Extraordinary article regarding implementation of mastery learning in D.C. schools and open admission by Asst. Supt. Guines that "the new curriculum is based on the work of Professor B.F. Skinner who developed teaching machines and even trained pigeons during World War II to pilot and detonate bombs and torpedoes. "If you can train a pigeon to fly up there and press a button and set off a bomb" Guines remarked "Why can't you teach human beings to behave in an effective and rational way? This is the biggest thing happening in education today." This mastery learning/direct instruction program resulted in the deliberate dumbing down of many of the nation's young people, especially in the inner city schools, and is now, in 2006, being implemented across the country for all children, under the guise of research - based reading instruction based on phonics.    
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Congressional Record UNESCO Communisms&n
bsp;Trap for Our Youth -1980s-2pgs-

Congressman Utt (CA) Insertion into Congressional Record of Paul Harvey's Article "UN: Communism's Trap for Our Youth."    
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Constitution Test - Kenny Hignite&n
bsp;- 8th Grade 101Qs -1954-CA-6pgs

This test shows very well what was expected from an eighth grader in the 1950's and gives a great example as to where education today has clearly failed.    
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Coop Agreement UN Microsoft -2006-4

Extensive Agreement to end the digital divide: put computers in third world countries. Signed by Bill Gates. Includes statement: "Whereas Microsoft supports the objectives of UNESCO as stipulated in UNESCO's Constitution".    
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Cooperative Umbrella - John Champla
in -1992-2pgs-EDU.sml.pdf

Key document picked up by teacher at teacher training in Indiana and sent to Iserbyt with note: "It didn't work in Eastern Europe so let's try it in Indiana." Cooperative Learning part of John Champlin's Outcomes Driven Developmental Model(ODDM) One of key quotes from "Basic Elements of Cooperative Learning" which, by the way is included in a paper published by the multinational corporation Johnson & Johnson is "Positive Interdependence: Students must feel that they need each other in order to complete the group's task, that they "sink or swim" together."    
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Crisis In Child Mental Health 
- Joint Commision on Mental He
alth -1969-46pgs-EDU.sml.pdf

For the last fifty years, there has been a growing concern over the number of mentally ill and emotionally disturbed children in the United States and an increasing dissatisfaction with the unavailability of mental health services. When the previous Joint Commission on Mental Illness and Health, for unavoidable reasons, was unable to cover this important area, both professional and concerned citizen groups pressed for a study of the mental health needs of children. Members of Congress also responded to the need and, in 1965, Senator Abraham Ribicoff introduced an amendment to the Social Security Amendments of 1965 (P.L. 89-97) which provided the funds and framework for the Commission's work. Thirteen national professional associations joined the incorporators of the Commission to form a Board of Directors. The Board, with a grant from the National Institute of Mental Health, developed a staff and enlisted more than 500 of the country's leading authorities on early childhood, adolescence, and the young adult to work on Task Forces, substantive Committees, and the collection of specialized information. The collaboration and participation of both affiliate member organizations and specialists at every Governmental agency level provided the Commission with additional and invaluable contributions.    
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Dare the Schools Build a New&n
bsp;Social Order - George S Co
unts -1932-31pgs-EDU.sml.pdf

"Dare the Schools Build a New Social Order", 1932, Prof. George S. Counts, important American educator and supporter of all things communist, especially Soviet education, says on page 28: "that the teachers should deliberately reach for power and then make the most of their conquest is my firm belief."    
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Death of Free Will

The history of the restructuring of education from academics to the socialist/fascist/communist polytechnical system of workforce training.    
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Deliberate Dumbing Down of America-
Charlotte Thomson Iserbyt -1999-738pgs.s

The history of the restructuring of education. The title sort of speaks for itself.    
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Development of Educational Technology&nb
sp;in Central and Eastern Europe&nb
sp;- UN Study -1977-5pgs-EDU.sml.pdf

This document proves without a doubt that restructuring of American education is based on UNESCO's model for the entire world. Its subtitle reads Division of Structures, Content, Methods and Techniques. Eight years later in 1985 President Reagan would sign the education agreement with President Gorbachev of the Soviet Union, as would the Carnegie Corporation, which dealt in part with with the use of educational technology and the merging of the two countries education systems.    
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Dollars To The Classroom Act -
 Congressional Record - Bob Sh
affer -1998-7pgs-GOV-EDU.sml.pdf

SPEECH oF HON. Bob Schaffer of Colorado in the House of Representatives, Thursday September 17,1998 The House in Committee of the Whole House on the State of the Union had under consideration the bill (H .R.3248) to provide Dollars to the Classroom. Mr. Schaffer of Colorado. Mr. Chairman, I Insert the following for printing In the RECORD. NATIONAL CENTER ON EDUCATION AND THE ECONOMY, Rochester. NY, November 11 . 1992. HILLARY CLINTON, The Governor's Mansion, 1800 Canter Street, Little Rock. AR 72206 DEAR HILLARY : I still cannot believe you won. But utter delight that you did pervades all the circles In which I move. I met last Wednesday in David Rockefeller's office with him, John Sculley, Dave Barram, and David Heselkom. It was a great celebration.    
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Education Designed To Deceive -Mary
 Williams - 1978-14pgs-EDU.sml.pdf

Important paper written in 1978 by educational researcher Mary G. Williams which documents and explains purpose of community education, affective education, sex, drug, death, human development, career, world order, moral, health education, etc. and etc. Good excerpts from Humanist Manifesto II and excellent, informative coverage of destructive programs in public schools, including Magic Circle, New Model Me, etc. Important quote re UNESCO's Birth to Death Community Education (Re-education) follows which, by the way, is being implemented across the nation and internationally in 2006. Lee Pavola, a Mott Foundation intern, clarifies the true intent: "It seems to me the end result of community education until now has been that we will get somebody in to play volley ball and will think we have changed their attitudes. Well, they will have played volley ball for three years and end up with the same attitudes they started with unless the teacher imparts a different set of standards."    
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Education for International Understandin
g - Terence Lawson -92pgs-1969-EDU-

UN agenda for education restructuring.    
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Educational Programs That Work -&nb
sp;Far West Labs - NDN -1983-4

"A Catalog of Exemplary Programs" approved by the U.S. Department of Education's Joint Dissemination Review Panel, Ninth Edition, 1983, prepared for the National Diffusion Network (NDN) Division. Documentation proving extent of federal government involvement in curriculum development and dissemination, teacher training, particularly related to alteration of student/teacher values, attitudes and beliefs. Programs cover teacher training, drug and alcohol education, critical thinking and decision making, etc. Refer to entry this website entitled "Child Abuse in the Classroom" which contains parent testimony regarding controversial NDN programs.    
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Education_ in_China-1974-83pgs-EDU-.sml.pdf

Education is an indispensable ingredient in a programme of economic development. Industry requires a literate labour force and so does the organisation of co-operative agriculture. The introduction of modern technology, the health service and administration at every level, all require a high level of education. To meet this need, the new government in China, after 1949, at first had to make do with what there was. There were two strands in the existing educational system: the ossified tradition of classical learning and Western knowledge disseminated by teachers who tried to make their pupils despise everything Chinese. Neither was appropriate to New China, but any teachers were better than none.    
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Education_ Restructuring-Semantic_Deception-Iserby

Article by Iserbyt detailing twelve U.S. Department of Education abuses, including development of no right/no wrong curriculum/ UNESCO curriculum, etc.    
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Important Regents Policy entitled "Education and Community Renewal: The Role of Schools in Addressing the Needs of Economically Distressed Areas" One of first major policy statements which would initiate a nationwide move towards school based clinics and lifelong community education with all services in community being provided by unelected councils under the umbrella of the school district. This paper was provided by a member of the New York Board of Regents who said "This entire paper is a condensed version of the Mondale/Brademas: Child and Family Services Act. It is merely another approach to socialism, full State control of all children and full assurance of education from the cradle to the grave!"    
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Education_For_ Destruction-Bessie_R_Burchett_PHD-1

Extraordinary and courageous self-published expose of how communists infiltrated public education in the nineteen thirties and forties written in 1941 by Bessie Burchett, Ph.D. Head of the Department of Foreign Languages, S. Philadelphia Public School for Girls. This is an absolutely fascinating book which, if possible, rivals that of Major George Racey, also included on this website. Burchett even includes a photo of poster on a classroom wall with USSR printed on it. She goes into great detail regarding the beginning of sex education, the questioning of right and wrong by students, the anti-American bias in the curriculum. She, of course, suffered the wrath of the radicals up against whom she went.A must read for everyone, but for teachers especially!    
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U.S. Dept. of Health, Education, and Welfare, Office of Human Development Services, Administration of Children, Youth and Families, Children’s Bureau, 1977.  Excerpt from document:  “This Education for Parenthood:  A Program, Curriculum, and Evaluation Guide has been prepared to assist school agencies and community based organizations in developing effective preparation of parenthood programs for the teenagers they serve.  Curriculum now being used in over 2300 schools, 350 colleges and universities and about 400 community agencies throughout the country and also in 38 sites in foreign countries.”… Following quote from teenager participant:  “Before I went in I thought I would get married right away and have children.  Now, I want to wait until I am mature enough to be a good parent.”  The program calls for the use of the controversial “values clarification” techniques which basically result in the questioning and often destruction of traditional value systems.

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This “Systematic Approach for Effectiveness” (SAFE) project,  1983,   was unveiled for use nationwide in 1983 as a result of the Reagan Administration’s  Commission on Excellence in Education’s “A Nation At Risk” report.   Its EXTREME importance lies in its call to radically restructure education from what one “knows” (content) to what one “can do”… how one can “perform”, using the Pavlovian/Skinnerian behaviorist dog training (mastery learning/direct instruction/OBE) in conjunction with systems management by objectives, for RESULTS. OBE would become the “bypass the brain” method essential for the restructuring of education from academics to global work force training.    
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This book on educational philosophy comes at a time of crisis, for the theme that runs through critical thinking in the field of educational theory today is characterized by deep concern over both the preservation and the enrichment of human values. Can we maintain our democratic individualism in the face of the standardizing forces of the Western machine civilization which may also engulf the Eastern world? Can we offset the totalitarianisms which deify the materialism of an increasingly industrial culture?    
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Occasionally a public school teacher turns activist against the change agents wreaking destruction of the traditional public school system.  One courageous teacher was Marilyn L. Reicks who wrote  “Education Reform Will Control You” in  1991.  Her activism lead to her losing her teaching job.  Some excerpts from this small package of dynamite follow:
A model for community education is being put in place: A model to show other schools in the nation how the school can become "the hub of the community" . Human services, health specialists, social services, law enforcement personnel, the world of work professionals, child care workers, and other social organizations and government
agencies will work with the school . Services including primary health care, social services, counseling, child care, job training, employment, leisure activities, retirement,
parenting, and et cetera will be controlled through the school . Global control at the local
level . Control over every aspect of your life - womb to tomb.

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Concerns that the education system cannot adequately prepare students for life and work in the 21st Century have prompted people across the country to explore new ways of designing education. In several states, educators and policy makers are attempting to change the way we measure the effectiveness of education from an emphasis on traditional inputs, such as course credits earned and hours spent in class, to results or outcomes. The shift toward outcome-based education is analogous to the total quality movement in business and manufacturing. It reflects a belief that the best way for individuals and organizations to get where they're going is first to determine where they are and where they want to be-then plan backwards to determine the best way to get from here to there.    
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There is probably no subject that engages the public interest as greatly as does mental health. Why not? Every one, minute by minute, in his feelings about himself in his dealings with other people, and in his relations with the realities of the world about him, is happy, congenial, and successful, or the opposite, depending in large part upon his own mental health.    
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"Reagan Revolution Stalled in Education Department", Education Update, Heritage Foundation, discusses federal leadership in partnership with private sector and education community for major development of computer-based software curriculum.    
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Canadian video promoting U.S.A. federally-funded school choice (charter schools) for workforce training and use of Effective School Research (exchanges with Russia under auspices of SecEd Lamar Alexander) and Skinnerian mastery learning/direct instruction. Fascinating background on neoconservative support for charter schools and Skinner method, including support from Empower America,Hudson Institute, Rand Corporation.    
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As the years passed I have found that the facts of life did conclude if only I would let them. I was brought to recognize this by an exciting and profound body of Americans who had succeeded in doing that very thing. These I have called the Men of the Consensus and to their leaders I have dedicated my book . Throughout the story of their work we can marvel at their traits. Certainly they were neither Liberals nor Conservatives. Not one was of any Party. Partisan politics was not their business and they eschewed all soapboxes, those of the die-hard Right or Left or of any straddling Liberal party. They were Radicals in the truest dictionary sense "from the roots thereof"; that is, they were students of the foundations of man and his culture. One by one these men -most of them working alone, most of them afraid yet naively brave - confronted the facts of modern life and, even against the loyalties and taboos of their people, let their minds conclude what the facts of life conclude.    
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Guardians of Education letter to President, University of Maine, Farmington regarding most controversial SHEP (Student Health Education Program) including verbatim text of outcomes, one of which was "student should list and define forms of sexual behavior" and includes "katasexual", sex with animals.    
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Thanks to Kathy Finnegan, a parent and impeccable education researcher, our country has this excellent study/critique of President Clinton’s Goals 2000, the follow-up agenda to President Bush’s America 2000 which called for a transformation of America’s schools from academics to the Soviet polytech school-to-work system in which  students will have no choice of occupation or upward mobility, but  will serve as human resources to be exploited by the global elite.

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A Petition related to French Elementary Schools, written by a high-ranking Inspector of French Schools. This Petition documents that the deliberate dumbing down of students is not confined to the USA, but is in fact part of an international dumbing down. Monsieur Ferrier says in part "But certain measures adopted by educators and school systems prevent the acquisition of basicknowledge and elementary skills…Among these measures: The abandonment of all forms of memorizing or "rote-learning" in favor of more "creative" and "rewarding" or fulfilling" exercises. Very useful and informative document which dovetails with similar petitions being circulated in the USA.    
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Is the STATE to decide what is Normal or Abnormal?... Recognition Of Symptoms in Emotionally Disturbed Children. Our understanding of what's normal is more limited than our comprehension of the abnormal because normality has a wide range. What is normal for one individual may not be normal for another. Actually there is nothing in the abnormal, which is unrelated to or non-existent in the normal. With the premise that we approach each individual child as a total sentient being- body, mind, intellect, feelings - we recognize that the behavior at any point in his life, 6 or 16 or 60, is a symptomatic express : on of the sum total of all he has experienced biologically, emotionally, socially, during his life. Then we consider, how does this one child measure up with the average. in his whole social group of peers? Does he live, perform, adjust in a reasonably effective, happy, healthy way? Or is he different? If different, how different? When can we talk with him, counsel with him, manipulate circumstances or environment which will help modify his difference? When shall we seek the clinical help that is afforded by child guidance clinics in their team approach of psychiatrists, psychiatric social workers, and psychologists? To what should we be alerted? Of what should we be aware if we are to function as preventive agents of poor mental health, mental illness, maladjustment?'    
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Large print chronology of deliberate dumbing down of America for use as overheads at education seminars..    
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An absolutely wonderful book written by a father who with the help of his wonderful wife Barb, gave their children the greatest gift of all. Of six, three to Stanford, a fourth on the way, and the youngsters looking forward to having the choice too. The James Bunch were not removed from society, and even attended the classes of their choice at local schools from time to time. It's Still In Print and I'd recommend buying it for a cozy bedtime treat and a hand-off to any parental friend when you're done.    
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In the 1850s, three members of The Order left Yale and working together, at times with other members along the way, made a revolution that changed the face, direction and purpose of American education. It was a rapid, quiet revolution, and eminently successful. The American people even today, in 1983, are not aware of a coup d'etat.    
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Education for Social Change Humanistic education began in the U.S.A. in the progressive education movement, which dates from about 1905, and its founder is John Dewey, a pragmatist ("what works is good") and a Humanist (first President of the American Humanist Society, and a signatory to Humanist Manifesto I). He aimed to introduce into the U.S.A. National Socialism, later known in Germany as Nazism, which he called "Collectivism", and to use the schools as instruments of social change to bring this about . (18) Dewey changed the aim, content and methods of education in the U.S.A. In 1905 he organised, along with some Fabians, the Intercollegiate Socialist Society, which in 1921 changed its name to the League for Industrial Democracy, and this in turn formed in 1962 an action arm called the Students for a Democratic Society. The aim of the League was to put into the classroom teachers, into the pulpits preachers and into the trade unions leaders who were collectivists (reflecting the Fabian method) . Early in the century, Dewey formed the Progressive Education Association, and the American Association of University Professors, also committed to the goal of collectivizing the U .S.A. (19) The schools were seen as essential to the task: "Nothing less than thoroughgoing reconstruction is demanded, and there is no institution known to the mind of man that can compass the problem except education." (20) Implementation of the plan was to be mainly through social studies, developed chiefly at that time by Dr George Counts .    
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The following excerpted material is taken from the International Learning Cooperative, IMTEC’s, Newsletter, 1989. A reading of the whole newsletter is necessary to understand the all-encompassing activities of international change agents doing the bidding of UNESCO, OECD, etc. However, this particular issue documents the use of American tax monies to support the spread internationally of McREL’s controversial values-destroying critical thinking curriculum and school-based management activities. COOPERATION WITH McREL
The Second "School-Year 2020 International Conference held in October 1988, was a joint undertaking by McREL (the Mid-Continent Regional Educational Laboratory) and Imtec . McREL is one of nine regional educational laboratories serving different regions of the and its protectorates. The "Labs" are practice institutions, assisting educators to use and apply the findings and products of research and development in their daily work in classrooms, schools, districts, state education agencies and related setting . McREL is the laboratory which serves the mountain/plains region including: Our cooperation with McREL will continue.. A Development Group represented by people from McREL and Imtec is presently working on new programs building on McREL's Achieving Excellence Program (A+) and Imtec's IDP, The Institutional Development Program. McREL's A+ is a site or school-based management system.    
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 One excerpt follows:   The Mantooth Report (mentioned on this website as a separate entry, ed) describes a global education program in Indiana, and says: The children are to become the first crop of "planetary citizens" -- they will be the collective of the "world
community," . . . and they will work toward an "equitable distribution of the wealth" and for the ending of private ownership of property, since, they have been told, it unfairly
concentrates the wealth in , the hands of a few . . .the principle cause of social injustice.

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"What is International Baccalaureate (IB)?" As of 3/29/10 there are 1,095 U.S.-based schools (mostly in the public system) that have adopted IB programs.    
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Documentation that inclusion of "mental health, housing, nutrition, etc." in definition of "Health"can be attributed to recommendation made by Soviet agent Alger Hiss, President of the Carnegie Endowment for International Peace, Canadian psychiatrist Brock Chisholm, and other members of the World Health Organization's Interim Commission.. Also included in this pamphlet are excerpts from speech by Chisholm entitled "Re-establishment of Peacetime Society, Responsibility of Psychiatry" which included population reduction, UN Peace force, and redistribution of wealth.    
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The growth of this system from its simple beginnings, and particularly since the opening of the present century, has shattered the conceptions and surpassed the expectations of its founders. Today, despite the fact that other nations have been engaged for some time in the radical extension of the opportunities of organized education to more and more children and youth, our secondary and higher schools enroll a far larger proportion of young people of appropriate age than do those of any other count Here without doubt is one of the most distinctive features and one of the most authentic expressions of our democracy. It is as truly American as our constitutional system.    
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"In the Name of Education", by the late Jo-Ann Abrigg, The Phyllis Schlafly Report. This is a classic! Easy to understand critique of change in education from academics to behavior modification, includes excellent analysis of behaviorism, secular humanism, etc.    
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Iserbyt True Goal of School Ch
oice NWV 3.10.12.pdf

School Choice Truth    
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Letter from Iserbyt to Schlafly regarding history of School Choice (vouchers, tuition tax credits, charter and contract schools, site-based management) and information regarding exactly who is supporting the change from traditional public and private education funding. Collusion between neoconservatives, corporations, and leftists in education, including former "conservative" Secretaries of Education and NEA to enable corporations to take control of American education for workforce training purposes. Shift to unelected advisory council form of government also discussed by same persons.    
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Speech to parents by Jacqueline Lawrence, who initiated Parents Who Care lawsuit against Montgomery County School District, for use of controversial programs, including bringing Prof. B. F. Skinner into classrooms, timeout boxes, psychodrama, values clarification, etc. Mrs. Lawrence was told by the author of "Brainwashing in Red China", Edward Hunter, that the Montgomery Co. schools were using Chinese Communist brainwashing methods. Her expertise resulted in her being called to testify in 1984 before the Senate Education Committee.    
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This is a masterpiece, not only due to its impeccable research into the history of American education, but due to the author’s ability to write in a clear, concise, but at the same time eloquent manner.    
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• The informal papers reproduced here represent theory sessions of use at various NTL Institute Laboratories . They are intended as supplemental notes helpful in understanding various laboratory experiences. The ideas and concepts touched on here have proved useful in laboratories over the years, and they will be relevant to much that happens at a laboratory session. • It is impossible to designate authorship for some of these articles : the concepts have been reused and, in some cases, altered and refined over the years in various training programs. Authorship is indicated wherever it is known. Some editing or rewriting of articles from the previous edition has been done by the current editors whose names are given below. •The Appendix to this reader provides information about the activitiesof the NTL Institute and both general and specialized bibliographies. Cyril R. Mill, Ph .D. Lawrence C. Porter, Ed.D . Program Director Program Manager Center for Systems Change Center for Professional Development NTL Institute NTL Institute    
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"Learning and Instruction, A Chicago Inner City Schools Position Paper" presented in June of 1968 to the Chicago Board of Education, was produced by the planning staff in Chicago made up of Dr. Donald, William Farquhar, Lee Shulman, and the Chicago and Michigan State universities in collaboration. One reference used was "Soviet Preschool Education" translated by Henry Chauncey (Educational Testing Service, Princeton, N.J.) This position paper laid out the plan to restructure Chicago's inner city schools from a traditional grading plan to an ungraded plan using Skinnerian mastery learning and continuous progress/individual education plans. Education Week carried an article in its March 6, 1985, edition entitled "Half of Chicago Students Drop Out, Study Finds: Problem Called Enormous Human Tragedy". The program was one of the first experiments with mastery learning, later referred to as Outcomes- Based Education and in the 90's and early part of the Twenty-first Century, referred to as Direct Instruction. The paper also called for extensive community involvement and emphasis on changing the values of teachers, students, and the community as a whole. This project was the most important pilot project for the restructured educational system presently being implemented in the United States and worldwide today, and is a perfect example of the use of the minority community in educational research which would in 2008 affect all teachers, students and schools in the nation. The new system satisfies the needs of the business community worldwide since it is performance based.    
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Anita Hogue, parent, researcher, activist, who has been called before select government committees to testify regarding excesses in data collection, education assessment, etc. provides parents with a most useful tool when they go up against the education change agents. (See also her Womb to Tomb and Talking Papers.)    
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Boston University’s Prof. Kevin Ryan 1988 testimony before Maine Assoc. of Christian Schools regarding Ryan’s role in teacher training in Portugal. Testimony includes proof of World Bank involvement in international teacher training and in its involvement in installation, through carrot and stick methods, of a “modern” school system in all nations. Excerpt follows: “The country was very interested in this. They also wanted to be part of the European economic community . But,unfortunately, Portugal was a poor country, and the World Banksaid to them, you will not be admitted into the European economic community until you get in place a modern school system.’ . And they have come through with a good deal of financial support for that. An important part of that is the development of a teacher training infrastructure.”    
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"A Reaffirmation of Faith in Maine's Public Schools" published by Maine's Dept. of Education, approved by Commissioner Leo Martin and Governor McKernan in 1992, identifies the traditional (? Ed) pillars of accountability for the education of all students: Schools, Communities, Religious Institutions, Families, and Business and Industry. It calls for all these groups "to provide meaningful programs to help all of our children in these times of great challenge." One might ask what happened to the truly "traditional" Little Red School House which successfully taught students to read, write, and calculate without assistance, through "partnerships" from the above non-traditional partners?    
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This report entitled "Man, Education and Society in the Year 2000" resulted from a secret, closed-to-the public meeting of fifty state school superintendents, key officials in the U.S. Office of Education, and specialists inviteds to participate, holed up in Jackson Hole, Wyoming, for one week in 1974. The Report spells out clearly the plans, most of which have been accomplished by the year 2006, to revolutionize American education into the international socialist model required for The New World Order.Three well-known speakers, amongst the seven specialists invited to participate, were Alvin Toffler, Willard Wirtz, and Harold Shane.    
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"Man : A Course of Study," published in 1970, is a social studies course (generally for grade five) developed with National Science Foundation support totaling over $7.4 million . GAO's study of that project suggests that administration of precollege curriculum projects could be improved to insure that sound business practices are followed by Foundation officials and recipients of project funds. Some projects produce income, such as royalties, which the Foundation may authorize project grantees or contractors to use, but such earnings and use are not reported to the Congress. The Congress may wish the Foundation to determine the significance of such income, and require a report of receipts and expenditures for use in considering the Foundation's annual appropriation request.    
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Jack Minzey, inCommunity Education: An Amalgam of Many Views", Phi Delta Kappan , Nov, 1972, calls for coordination by the schools of the activities of the many social and governmental resources within the community. This is a socialist concept which does away with elected officials, implements participatory democracy and institutes community "councils" for decision-making.    
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Recent developments show that there is a predetermined connection between mental health assessments and world citizenship. However, there is more to the use of mental health by the power elite than world citizenship.    
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This letter requested Asst. Secretary Senese consider classroom teachers’ concerns related to the use of computers in the classroom. The letter also included the NEA Special Report on Instructional Technology which spelled out clearly the ability of computers to program students thinking using Pavlovian methods. Excerpt follows: “The profession will be faced once again with the challenge of leadership-by example and by effective communication-the challenge of convincing the public that education is much more than treating students like so many Pavlovian dogs, to be conditioned and programmed into docile acceptance of a do-it yourself blueprint of the Good Life . The problems associated with technology, in the final analysis, are problems of freedom and control. Whose freedom? Whose control?    
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This book is without doubt the best resource available on the history and goals of the National Educational Association.  It is a must-read for parents and for traditional teachers who, along with the innocent children, have been victimized by its destructive agenda.   One excerpt follows: Sam Lambert, executive secretary of the NEA, predicted in
1967: "NEA will become a political power second to no other special interest group. . . . NEA will organize this profession from top to bottom into logical operational units that can move
swiftly and effectively and with power unmatched by any other organized group in the nation ."

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In "Sensitivity International: Network for World /Control", 1970, Ed Dieckmann covers the history of the sensitivity training movement, delving into its Illuminati origins, its use in various forms by Hitler and the communists, and ultimately its wholesale application to American education through the training of teachers in its most subtle and not too subtle techniques. Sensitivity Training is also "coercive persuasion in he form of thought reform or brainwashing," according to Issues in Training, p. 47, a manual for group leaders published in 1962 by the National Training Laboratories of the NEA.    
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Teachers Manual for social studies textbook "World of Mankind", Follett Publishing, Kindergarten-Third Grade, used in SAD 28, Camden, Maine, 1975. Notes taken directly from text by Iserbyt when she was fortunate enough to get a hold of the Teachers Manual while serving as a school board member. This is one shocking bit of proof that the educational change agents consider no child too young for mind manipulation. One excerpt: "Primary purpose of this social science program is to help students understand themselves and other people. Philosophy is introduced where lessons deal with ethics and morality – an essential part of program – Humanism. Series includes lessons designed to help students cope with complex situations that call for suspension of judgment. Lessons designed to help students learn to distinguish fantasy, myth, magic, superstition from reality are introduced."    
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Though there has been revolution after revolution(symbolized by spirals or whirlwinds) around the world for centuries, the New Age Revolution is the all-encompassing, largest one ever. All borders must come down ; all religious barriers must be broken. One world; one government; one religion; one humanity, made up of humans with a collective consciousness and serving as "points of light" networking around the globe.    
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Having myself been through a social revolution it became steadily clearer to me that the propaganda employed by the dictators in their respective countries was leading to a far more momentous program than was apparent on the surface. When the free press and the rights of free assembly and all other vestiges of individual liberty were finally destroyed in the dictator countries, I became genuinely alarmed. My past boiled into my mind and I saw, dimly at first, but most vividly as time went on, an idealistic boy who desired to destroy a tyrannical old world so that a better one, a world where all could be free and equal and enjoy impartially the fruits of the earth, might be built upon it. That boy had been frustrated and disillusioned, for out of all the Russian struggle for freedom of so many years had come-Stalin. And the man saw that out of poverty and disorganization of the Italian kingdom had come-Mussolini. And the man, again, saw that out of the humiliation and hungry despair of the German Reich had come- Hitler.    
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When the public schools were established many years ago as a means for providing all children with a good basic education, there were few who doubted that this institution would ever be anything but a benefit to the taxpayers.--- Today this premise has become questionable. The failure may lie in the very nature of the public school system, which is supported through compulsory taxation and makes no one, except increasingly powerless school boards, accountable to the taxpayers. That such a system should be open to abuse by special interest groups should come as a surprise to nobody. We now have a situation where school boards respond not to local citizens but to pressure from state departments of education, local and state teacher unions or a combination of all of these.    
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Outcomes Based Education theory. Directly from the "Outcomes" journal, containing explanations by its own developers.    
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This Handbook, written by one of the education establishment’s principal proponents of OBE, provides a thorough understanding of  William Spady’s OBE. It is a “must read” for the many Americans, including teachers, who wonder why traditional academic education has been replaced by Skinnerian behaviorist (value changing) education and why the curriculum has been dumbed down to the lowest common denominator (LCD).  It should be read in conjunction with separate entry entitled “The Making of Our Children into Robots.”
Following excerpts explain the LCD premises of OBE and explain the system for organization and delivery of the program:
“The three premises that arc the foundation-stones of outcome-based education provide a comprehensive picture , basic purposes of schools . A school is not a selecting or classifying agent . Its role is not to determine which 30 percent of the entering first-graders have what it takes to succeed in college . The school has no mandate to cater primarily to the intellectually elite or the socially privileged . In a democratic society education is for everyone - as it must be if democratic society is to survive.”

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PACESETTERS IN INNOVATION, Cumulative Issue, presents information on Projects to Advance Creativity in Education (PACE) which were approved during fiscal years 1966, 1967, 1968, and 1969, and were still in operation as of February 1969 . The PACE program is authorized and funded under title III, Supplementary Centers and Services, of the Elementary and Secondary Education Act of 1965. This volume represents a compilation of planning and operational grants. The projects were abstracted according to the format followed by the Program Development and Dissemination Branch, Bureau of Elementary and Secondary Education, and were indexed according to principles developed in the Educational Resources Information Center (ERIC), a comprehensive information system operating within the Office of Education as a branch of the Division of Information Technology and Dissemination, National Center for Educational Research and Devlelopment.    
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Parents Who Care Montgomery County&
nbsp;MD Malcolm Lawrence-1973-159pgs-EDU-sml.

Parents Who Care concluding statement before James P. Garland. Maryland State Board of Education Hearing in the matter of Parents Who Care VS The Montgomery County Public Schools.    
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Parents Who Care Montgomery County&
nbsp;MD-Malcolm Lawrence 1975 221pgs&nbs

PARENTS WHO CARE Concluding Statement before James P. Garland Maryland State Board of Education Hearing Examiner in the matter of PARENTS WHO CARE v. MONTGOMERY COUNTY PUBLIC SCHOOLS    
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"Nine years ago, I visited the Soviet Union. I learned Russian and taught English at the Economic Engineering Institute in Kharkov, USSR (now Ukrainia). I read several works on the Soviet theory of education and I was disturbed beyond words by how much the proposed changes in education in Missouri (called Outcome-Based Education) resemble educational theories in the now-defunct Soviet Union. Point by point I recognized similarities with the Soviet System. And the basic purpose of the Soviet System was to produce compliant working animals capable of being conformed to the goals and objectives of the communist (in this case) authorities. This is now the pathway that the State of Missouri has chosen. I challenge my fellow Missourians to look into this law, point by point, for yourselves."    
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On August 25, 1965, President Johnson announced to his Cabinet members and other heads of agencies that he was introducing a new Planning- Programming-Budgeting System (PPBS) for all departments and agencies in the federal government. In his statement he indicated his conviction that the "system will improve our ability to control our programs and our budgets rather than having them control us . . . ."    
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In 1957 Parents of New York United, one of the earliest effective parents groups concerned over changes in education, published this extraordinary expose of New York State's education agenda, a "regionalization of education" pilot for the nation. This paper is without a doubt one of, if not "the" first expose of the PPBS (Planning, Programming, Budgeting System) the system to establish socialistic state and federal control of local education through goal setting, elimination of elected officials, and redistribution of wealth.    
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The Making of Our Children into Robots:  Effective Schools…Excellence…Local Control…What a Farce! written by Charlotte Iserbyt in September 1989 contains verbatim notes taken from K-12 Course Goals Publication, Northwest Regional Educational Laboratory, Portland, Oregon.   This entry should be of great interest to parents who ask themselves what on earth happened to their children’s understanding of right and wrong.   These federally-funded, non-academic, values destroying goals were used by public schools across the United States.  That is why all states have the same non-academic curriculum in the 21st Century.  Note especially the emphasis on Sidney Simon’s Values Clarification.

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Practical Advice to Teachers - 
;Rudolph Steiner-232 pgs-2000-EDU.pdf

Information on the Steiner Schooling System by the Waldorf System.    
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Contract between the U.S. Office of Education and Michigan University, Institute for Social Research (Prof. Ronald G. Havelock) to produce a manual for educational change agents. This contract resulted in the dissemination nationwide of probably the most controversial manual in existence to train educators in how to deceptively manipulate the community into accepting destructive no right/no wrong programs in the public schools of America and how to "identify resisters" in the community (those who objected to all the programs which had "education" hanging off the end of them, i.e., death, suicide, sex, v alues, etc. "education".    
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Tns preparation of this book has grown out of a course of instruction, bearing a similar title, which the author has given regularly to groups of students who were about to begin their practice in teaching in the teachers' college with which he is connected. While there were good texts dealing with teaching methods, it was difficult to find one which furnished adequate assistance in accomplishing the three things which seemed essential in an introductory course in teaching practice. The attempt to meet this need is the distinguishing feature of the present volume.    
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1976, printed in the USSR, study of Soviet education focusing especially on polytech (school to work) education. Most useful in providing proof USA implementing same system.    
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Project Best--Basic Education through&nb
sp;Skills and Technology-USDOE-164pgs-1981-ED

Why Mommy got fired or "asked to leave" the Department of Education in the scummy little village of DC.    
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1981 Project on Alternatives in Education…A broad-gauged research/reform plan for secondary education---in the tradition of the famous Eight-Year Study, headed up by amongst other leading change agents, John Goodlad and Ralph W. Tyler. Extremely important document on John Dewey Society letterhead, which spells out high school restructuring and calls for revolutionary changes in education suitable for school to work training. Clearly part of school choice agenda. NEA involvement.    
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"An Invitation to Attend An International Conference on Family Choice/Educational Vouchers sponsored by The National Center for Privatization, Sept. Oct. 2, 1985, Wichita, Kansas. Brochure contains photo of President Reagan, one of invitees, and lists as participants Milton Friedman, Tim LeHay, Phyllis Schlafly, Ruth Randall, Supt. Of Schools, Minnesota, Douglas Branlon, Canadian Consul General, Joe Nathan, Natl. Governors Association, Minnesota. This is a very important bit of evidence related to Iserbyt-Schlafly school choice entry above which proves that neoconservatives involved with education establishment and business community in implementing school choice for school to work agenda.    
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Extremely important status report on restructuring published in Education Week, March 28, 1990. First para. Reads "Earlier this year, the Education Commission of the States and the National Governors' Association convened education leaders in two regional workshops to discuss strategies for redesigning state education systems to meet national performance goals. The following principles of restructuring and steps for policy makers to take are the result of this effort. Performance by individual states is clearly outlined.    
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1984 Outline of speech by Iserbyt at Eagle Forum conference in Washington, D.C. entitled "Outcomes-based Education (OBE)/Mastery Learning (ML): Road to Mind Control" which explained origins of Mastery Learning, those involved in promoting the Skinnerian method, and involvement of Secretary T.H. Bell in promoting this mind control method which is now in use across the nation under the title of research-based Direct Instruction.    
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Federally-funded Northwest Regional Educational Laboratory, Portland, Oregon brochure advertising two conferences: "Meeting the Future: Improving Secondary Schools With Goal Based Approaches to Instruction", 1981, included sessions on "Making the Community a Resource for Learning, Learning through Mastery Techniques, Organizing for Continuous Progress, Individualizing Programs for All Students, Managing Instruction with Computers, Curriculum Alignment Processes, Parent Involvement, etc." ,and conference "Microcomputers in Today's Schools.    
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"There Has Been a Conspiracy of Silence About Teaching", published in Education Week, 8/31/83, covers and interview with Prof. B.F. Skinner in which he argues that "Pedagogy is Key to School Reforms". This article best describes the method: mastery learning/outcomes based education/direct instruction being implemented across the nation under the label of scientific research based instruction. In this remarkable interview the late Professor Skinner argues states "conditioning theories have been instrumental in the development of mastery learning and the "teaching machines" of the 1960's, and says that "computers, as they are most commonly used, are essentially sophisticated versions of the 'teaching machines' of the 1960's which used programmed learning (instruction). Article is of significance due to current (2006) emphasis on use of computers K-12.    
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A record of the important official actions of the Executives of the Department of Education of California in relation to the adoption of the "text book" entitled Building America, is appended to this report. Widespread public protest was voiced both before and after the adoption, which occurred at the January 1947 meeting of the State Board of Education. The controversy was injected into the Legislature in January, 1947, with the introduction and effort to pass Assembly Bill No. 973 to appropriate funds to buy free text books for the elementary schools, in which was included the cost of Building America, One Hundred Seventy-three Thousand Six Hundred Thirty-two Dollars. Advocates of the measure considered the matter was of such urgency that a letter was secured from the Executive recommending the consideration of the appropriation in advance of the budget bill and in the Senate the Constitution of the State was suspended to allow second and third reading on the same day.    
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"Competency Tests Set in City Schools", The Washington Post, E-4, 8/1/77 tells more about the behaviorist method of teaching, Direct Instruction and Mastery Learning, than most any article ever written and is especially important since this experiment on minority children in D.C. was a disaster. Assoc. Supt. Guines enthusiastically said of this experiment "The new curriculum is based on the work in behavioral psychology of Harvard University's B.F. Skinner…If you can train a pigeon to fly up there and press a button and set off a bomb, why can't you teach human beings to behave in an effective and rational way?"    
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Sons_of_The_American_Revolution-A_Bill_of Grievanc

FOREWORD The documents which follow are petitions filed with the Judiciary Committee of the Senate and the Un-American Activities Committee of the House of Representatives of the Congress of the United States to bring about an investigation of the interstate traffic in propaganda textbooks and teaching materials being introduced in the public schools of the Several States, to overthrow constitutional government and to bring about the adoption of a Social Welfare State. Our schools are being converted into agencies for the dissemination of radical propaganda, much of which originates in communist front organizations and other pressure groups. Gullible or indoctrinated "liberals" supporting these organizations appear to be responsible for this condition. We believe the people, and particularly the parents of children in our public schools, have a right to know what is going on, and what is proposed for American Youth.    
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Home schoolers, and others, BEWARE, of charter schools! This one-pager explains very well what federally-funded charter schools, run by unelected councils (taxation without representation) are all about: training for the workforce. Some excerpts: "Groups of students working together on projects are encouraged to work together as a consulting team with their work completed to the client's satisfaction. …We use these active daily partnerships to connect our students' learning with the current needs of the market place on the South Shore or with needs in the areas where home schoolers live…We require each of the home schoolers and one of their parents to visit the charter school twice a year for a three-day face-to-face exhibit of mastery."    
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U.S. Office of Education report on government educators' visit to Soviet schools, 1960. Very important in light of implementation in USA in 2006 of same Russian polytech education (training) system based on Skinnerian/ Pavlovian methodology (mastery learning/direct instruction). Some quotes: "employing primarily the conditioned reflex theory as elaborated by Pavlov (1849-1936) Soviet psychologists have worked out a system of didactics which are strict and fixed…one might even use the term "narrow" to distinguish them from the broad scope of methods employed, for example, in most U.S. schools." Lawrence Derthick, Commissioner of Education, who authorized this trip, would be shocked to find American schools adopting Soviet methods in 2006. See Washington Post article "Competency Tests Set in D.C. Schools" 1977, in which Derthick is quoted as follows: "We must be very careful about adopting any mechanical system of producing children like objects. There are so many complicating factors in each child…there is a danger in trying to turn out children like nuts and bolts or steel pins…human beings are more complex."    
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Excerpt from those involved in this program. In 1989, building on projects completed in Florida and Texas, work began on the development of a national (eventually, an international) standard for exchanging student records more efficiently. This system would tap into the sophisticated automation of many education agencies and institutions.    
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U.S. Congress testimony of the late Dr. Bella Dodd, former head of the Education Department of the Communist Party, USA, after her expulsion from the party in 1949.  See her book “School of Darkness”, an entry on this website.   An important excerpt from the hearings follows which explains first-hand how the Communist Party USA goes after anyone who questions communist activities, especially those related to the public schools of America. 
Dr. DODD. The Communist Party knew how to fight very effectively against anyone who touched the Communist movement . If anyone tried to attack the Communist movement, the Communist Party immediately went among the liberals, among its allies, and on various bases got the support and help of these people to smear and to isolate the person who was hurting Communists.

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Dynamite review of "The Leipzig Connection", probably the most important, and short, book explaining the adoption by American educators of the Wundtian/Pavlovian/Skinnerian method of teaching, necessary NOT for education but for training (performance-based) and brainwashing.    
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Talking Papers – A Hands-On Tool for Parents to Understand Outcomes Based Education. A Dot-to-Dot Historical Perspective proves that Pennsylvania is the model for the nation; gives actual test questions from affective (values) EQA tests and how values are scored; pinpoints how technology will be used to control in a management by objective system: TQM=OBE; exposes the use of business and industry through the Chambers of Commerce, linking technology to the schools.    
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Anita Hoge has done it again with a superb critique of education restructuring; this time coming to the assistance of the public school teacher in the trenches being required to change his/her teaching methods, etc. to suit the international corporate agenda. Hoge says in part "This paper reflects on the future of teaching as a profession. Methods, testing, and curricula are changing. Multiple non-academic demands knock on the classroom door. Have you heard about Goals 2000, Improving America's Schools Act, School-to-Work? If you haven't, please be introduced to the radical change of philosophy taking place in American education today. It is called Transformational Outcomes-Based Education; it is the vehicle for remolding the entire American education system to focus on "human resource development"…our nation's President in 1997 announced that this country will forge ahead with national standards, national testing, and national curriculum….What does this mean to you, teacher ?"    
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Comments by Richey regarding the formulation of John Goodlad's involvement in the future of education in the US.--- American education is changing so rapidly and on so many fronts that analyses of change from the perspective of today are based upon data that will be incomplete next year . The reader will find the book's value enhanced if he, too, attempts what the author of the final chapter has done so well-if he pulls together the strands that appear in the chapters of the book and interweaves them with other influences "which seem essential to understanding the impetuses for educational change, the conditions which determine the kinds and amount of change, and the bases for hope that education may become more responsive to the needs of our society and the individuals who compose it." The Committee and the contributing authors have produced a timely, thought-provoking volume that will stand as a bench mark in the history of educational change in America. Herman G. Richey    
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This classic, 1969 "grassroots" graphic, showing how "Family Life" will be the theme of all instruction, asks "Does the UNGRADED school portend the complete, total change in the direction of the learning process?" One of its many predictions coming to pass in 2006 is the "International Police Keeping Force".    
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This book is in response to literally hundreds of requests from parents and teachers around the nation who have looked to the author and to the Anaheim Bulletin for guidance in the controversy over sex instruction and sensitivity training in the schools.--- Readers of the author's daily newspaper column realize that the problem they face is multi-faceted and deals with much more than a few dirty words used in a classroom or the imparting of clinical knowledge to children before they are old enough to absorb it.--- Sex instruction is only one small part of a massive bulldozer operation to convert America's public school system into a series of behavioral science clinics for reshaping and restructuring the children into the International Child of Orwell's 1984.    
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In writing the foreword for "The Child Seducers" my initial impulse was to enthuse over the completeness of John Steinbacher's chilling expository. My considered opinion is, however - this book needs no endorsement, for Mr . Steinbacher has so precisely presented a vast amount of research that the book stands superbly on its own merits. The author graphically demonstrates the fact that the children of America are being gripped in the vise of either an unwise or unscrupulous education system, and are being forcefully made accessories to the incomes of huge publishing empires, and others. This factually presented information is sufficient to unsettle even the most complacent or indifferent reader.    
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May, 1957 issue of The Communist magazine, "A magazine of theory and practice of Marxism-Leninism published by the Communist Party of the USA." This issue carries an article "The Schools and the People's Front" which states in part: "The schools are community centers which bring together the broadest strata of the population; discusses role of the labor unions in American education, especially the AFT…states "the universal Catholic Church had been broken up in the process of the bourgeois revolutions; thus great numbers had been liberated from any well coordinated institution for the indoctrination of the minds of the populace with ideas conducive to peaceful submission to the ruling class…" It also states "The dissatisfaction with the present on the part of many educators may be lead in either of two directions – either backward toward scholasticism or forward toward Marxism." And … "The purpose is to guide and direct that spirit of rebelliousness which already exists. This means to root ourselves in the lives of the students." This article clearly explains the role of communism in the alienation of young people from traditional American values and religion.    
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Superb short history of the role of the tax-exempt foundations, especially Carnegie Corporation, in the transformation of American education from an emphasis on learning to workforce training.  The following excerpt deals with the present implementation of the system of Outcomes Based Education which was piloted by the Carnegie Corporation in the nineteen thirties and referred to as“The Eight-Year Study”. Some of the plotters realized at the turn of this century that the schools could be used to their advantage, to train workers without improving their minds . Under the cover of aiding education, endowments were established and part of the ill-gotten gains from our confiscated wealth was used to exert influence over the educational hierarchy which controls the kind of education the tax-supported schools provide.

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The Smoot Reports deal with subject matter from the Vietnam War to education, communism, the UN, and many other subjects of interest.    
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The late Maureen Heaton's manuscript of "The Impossible Dream" which has never been widely disseminated. Heaton was a first-class patriot who spent every day of her life for at least forty years researching the development of the Soviet system of management which was piloted first in California, aka PPBS, and is now being used by every governmental agency at every level for total control of the citizenry.    
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Khruschev's educational reforms.    
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Our schools are under siege -- they are being destroyed by Educational Reform and Restructuring. There is a great war before us -- a war for the lives, minds, and loyalties of our children and posterity. Therefore, within the court of public opinion, indictments are being sought for all those involved with education restructuring. You, the people, shall hereby be impaneled, this day, to serve as members of the grand jury. In light of the grave consequences of war, it is your solemn duty to evaluate the facts that shall be entered into evidence and render a fair and impartial decision as to the indictment of the accused on all charges.    
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The_Process_of Education-Jerome_S_Bruner-1960-122p

In September 1959 there gathered at Woods Hole on Cape Cod some thirty-five scientists, scholars, and educators to discuss how education in science might be improved in our primary and secondary schools. The ten-day meeting had been called by the National Academy of Sciences, which, through its Education Committee, had been examining for several years the long-range problem of improving the dissemination of scientific knowledge in America. The intention was not to institute a crash program, but rather to examine the fundamental processes involved in imparting to young students a sense of the substance and method of science. Nor was the objective to recruit able young Americans to scientific careers, desirable though such an outcome might be. Rather, what had prompted the meeting was a conviction that we were at the beginning of a period of new progress in, and concern for, creating curricula and ways of teaching science, and that a general appraisal of this progress and concern was in order, so as to better guide developments in the future.    
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The ancient yin-yang symbol was chosen by SIECUS as its official emblem. According to ancient Chinese tradition, yin represents the passive feminine principle in nature, which is exhibited in darkness, wetness, evil, and death; yang, the active masculine principle, is exhibited in light, dryness, good, and life. The union of the two is said to produce all that comes to be.--- The symbol itself dates back at least to the fourth century B. C., and has been identified with the Eastern philosophical religions of Confucianism, Buddhism, and Taoism. In the Western world it has long been adopted into the symbolism of myth, magic, astrology, and witchcraft . In each case it represents a man-centered natural universe made up of male and female principles with no place for God.    
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This is the ninth volume of the Report of the American Historical Association Commission on the Social Studies in the Schools. As the title indicates, it deals with the social background of American education from the beginnings of national organization and activity.---The author has long been interested in American education and has become one of the recognized leaders in this field of study. He has concerned himself primarily with the relations of school and society, not only the actual operation of those relations as studied in educational sociology, but also the underlying thought and ideas involved in those relations as dealt with in educational philosophy. The Commission, of which he has been a member since its formation, has profited greatly from his knowledge and interest in both of these fields.    
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This excellent account of the subversion of Australian education could have been written by an American education researcher who simply substituted the adjective “American” for “Australian” before the word “education.” The book proves that all education systems worldwide have been subverted by UNESCO.    
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On the 12th of September 1905 a group of young men met together in lower Manhattan, New York. Conditions in America were not ideal. These young men had an ideal. Consciously or not, it had been borrowed from the social structures of the Old World.--- The meeting took place in a loft above Peck's Restaurant, at 140 Fulton Street. Among the group were some who in later years were to become widely known for views which at that time were the catalyst bringing them together.---On that day nearly sixty years ago was organized the Intercollegiate Socialist Society.    
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IF WE survive, we are going to live in a wantless, workless world. The machines will do the work.--- The shift from scarcity to abundance, from "full employment" to full unemployment, was predicted by Lord Keynes in 1930. He then thought the process would take one hundred years. I believe he would now cut the time in half. The rate of technological change has surpassed anything he could have foreseen.---One figure will stand for many : this year the automobile industry produced 210,000 more cars than in 1955 with 162,000 fewer workers.    
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Trend Report Restructuring-Naisbitt_Group-198

Over the past ten years, the Trend Report has developed an analysis of the basic restructuring of America. The following list identifies basic shifts which are part of this restructuring. The "FROM" column identifies where we have been and the "TO" column identifies where we are going.    
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Strategic Planning and Furthering Excellence, 1983 Page from important U.S. Dept. of Education funded project "Strategic Planning and Furthering Excellence, in Millard, Nebraska Public Schools", by Shirley McCune, Midcontinent Regional Educational Laboratory, Materials Prepared for the Millard Public Schools Board of Education, July 1983. Content taken directly from John Naisbitt's "Megatrends" to be used as pilot project for the nation. Draft Materials---Not for General Distribution. Calls for incredible shifts in American culture, politics and economics, amongst which are: move from a representative democracy to a participatory democracy; move from family as basic unit to individual as basic unit; move from machismo society to androgynous society; move from left vs. right to a politics of the radical center.."    
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Trust_Me_Express-Cecile Caldemeyer-1989-46pgs-EDU-

During the 1987-88 school year the small community of the East Gibson School District in south-western Indiana was embroiled in a dispute over a "thinking skills" program which had been implemented that fall. Supporters viewed the new "knowledge transfer" methods as innovative blessings to help equip our students with the scientific and technological knowledge necessary for the twenty-first century. Another group which became a much larger group--recognized elements of hypnosis--an altered state of consciousness, at best an affective thinking which reduced children to "sponges" being programmed with information.    
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This book served and still serves as “the” primer on the dangers of the innocent-sounding school choice proposals:  vouchers, tuititon tax credits, and especially publicly funded and controlled charter schools,  being increasingly accepted by Americans as the solution to a “deliberately” dumbed down school system.

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At the very same time American parents were mounting intensive opposition to Sidney Simon's values-destroying values clarification, the University of Maryland contracts with the U.S. Army for Personal Effectiveness Training for Military Personnel in Europe. The contract proposes to work with chaplains to effect change in the attitudes and behaviors of soldiers through the design, development and delivery of military-specific values clarification training workshops. The late Senator Strom Thurmond vociferously opposed this program which was carried out at army bases in Europe. One quote: "Values clarification training is formulated to help the participants identify their own values, interests and attitudes and to explore differences in value systems with other members of the training group."    
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"Effective School Report" issues disuss joint U.S.-Soviet (international) planning to implement international teacher training and school management, school to work through school choice (charter school) curriculum based on U.S. know-how with computer technology and Soviet experience with methodology. Discussion of public/private partnerships, exchange of tests for accreditation of schools, etc.    
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Excellent speech by Augustus Rudd delivered Sept. 15, 1948 before the National Society of New England Women, N.Y. Rudd provides an overview of major subversive forces involved in educational propaganda in colleges and public schools. His research covers the first part of the 20th century and includes the role of the "Building America" textbooks stating their intent is to undermine the principals essential to our form of govt. Covers trips by American educators, including John Dewey, to the Soviet Union, under auspices of Teachers College, Columbia University. Also deals extensively with role of Carnegie Corporation and its "Conclusions and Recommendations for the Social Studies", 1934 which call for the schools to lead the way towards a socialist America.    
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It is commonly known that the Chinese government keeps a "dangan" on its citizens. As The Mew York Times INTERNATIONAL explains, the dangan is a "file opened on each urban citizen when he or she enters elementary school, and it shadows the person throughout life, moving on to high school, college, employer." It is further explained that ". . . the dangan [file] contains political evaluations that affect career prospects and permission to leave the country. . . the file is kept by one's employer. The dangan affects promotions and job opportunities .. . any prospective employer is supposed to examine an applicant's dangan before making hiring decisions." China is a communist country, so this comes as little surprise . Citizens living in the Land of the Free and the Home of the Brave are free from such government intrusion and control - aren't they? What right-thinking American would dream that our government would actually collect information on anyone's private attitudes, values and beliefs, and thus mimic the practice of a totalitarian regime? If you think this is impossible, simply ask to see a copy of a national test your child will take in school. You will be told the test is "secure," that the "integrity" of the test can't be compromised . That because the test will be used in the future, you, the parent, may not even visit the school to read it. In fact, tests "administered for evaluation of student performance" are exempt from parental access under the Freedom of Information Act.` And if you request that the school allow you to see a test, you will come away with the impression that national security is at stake. Why all the hoopla? Nine-year-olds take these tests! Are schools suggesting that you will help your children to cheat? Is that why you can't see your child's test? Or could there be another reason? Is talk of test "security" a smokescreen? We think so, and the remainder of this article sets out to show you why.    
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Barbara Morris, brilliant writer on political and education issues, provided the early warnings regarding changes in public education from traditional moral and academic education to what is known as humanistic education following the tenets of John Dewey, B.F., Skinner, Sidney Simon, et al.  As Morris says in the preface to her book  “’Why Are You Losing Your Children’ is about the most deceitful hoax of modern times:  The promotion of the non-theistic religion of Humanism in public schools.  It is also about ‘values education’ (a form of behavior modification) which is used in schools as a means to promote the principles of the religion of Humanism.”  This book served as the basic primer for activist parents  during the tumultuous seventies and eighties when their children were being subjected to values- destroying, non-academic programs developed by the federal government as a result of the Elementary and Secondary Education Act of 1965.   Her words make more sense now than ever as we observe the disastrous academic and moral results wrought by humanistic education, the UNESCO, and the U.S. Department of Education and its federally-funded and trained “agents of change”.

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Self-Direction vs. The System    
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Following articles published by Conscience Press in 1995: OBE and Choice: The Fatal Flaw in Compromise, Iserbyt; Wolves in Sheep’s Clothing, Iserbyt; Training our Children for the Global Economy; The Multinational Corporations’ Role in Dumbdown, Fascist/Socialist Planned Economy, Iserbyt and Fields; A Debate with William Spady, Iserbyt; From Choice to Work Force Training, Iserbyt; School-to-Work: the Great Perpetual Workforce Machine – A Lifelong Learning System, Lewis; The Madness is in the “METHOD”, Iserbyt; The “Skinner-Box” School, Jed Brown (public school educator). The title of this booklet relates to the primary role of the neoconservatives, working,of course, with the left, in implementing, through the schools, what is now belatedly understood to be the corporate-fascist (socialist) agenda.

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What I learned at that conference is contained in my first report, Report on the Governor's Conference on Children and Youth . It tells about the plan to control all of the children of Missouri . Parents may be allowed to be caretakers, but the state plan is to professionally manage and control every aspect of child development . Those who refuse to participate in the scheme are forced to submit in two ways: 1. A hot-line call for child abuse or neglect OR 2. Referral of a professional I knew that the child abuse reporting system or hot line, as it is now called, had been functioning for years . Any anonymous call could lead to the removal of children from their homes . What I hadn't known until this conference was what Governor Bond announced in his opening remarks. Four thousand Missouri children are taken away every year . The full impact of how the "referral of a professional" worked was not revealed until a subsequent conference in March of 1982.

Woman to Woman Laura Rogers 1982    

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Extraordinary documentation of government plan to control Americans through changing values, PPBS, assessment, collection private data, workforce training, change personal development of each child through computer; how govt. will monitor and track individuals to see if they are meeting national goals; use of Speed Express.    
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