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The deliberate dumbing down
of America
PREFACE Coexistence on this tightly knit earth should be viewed as an existence not only without wars...but also without [the government] telling us how to live, what to say, what to think, what to know, and what not to know. Aleksandr Solzhenitsyn, from a speech given September 11, 1973. For over a twenty-five-year period the research used in this chronology has been collected from many sources: the United States Department of Education; international agencies; state agencies; the media; concerned educators; parents; legislators, and talented researchers with whom I have worked for at least twenty-five years. In the process of gathering this information two beliefs that most Americans hold in common became clear: 1) If a child can read, write and compute at a reasonably proficient level, he will be able to do just about anything he wishes, enabling him to control his destiny to the extent that God allows (remain free). 2) Providing such basic educational proficiencies is not and should not be an expensive proposition. Since most Americans believe the second premise - that providing basic educational proficiencies is not and should not be an expensive proposition, it becomes obvious that it is only a radical agenda, the purpose of which is to change values and attitudes (brainwash), that is the costly agenda. In other words, brainwashing by our schools and universities is what is bankrupting our nation and our children's minds. In 1997 there were 46.4 million public school students. During 1993-1994 (the latest years the statistics were available) the average per pupil expenditure was $6,330.00 in 1996 constant dollars. Multiply the number of students by the per pupil expenditure (using old-fashioned mathematical procedures) for a total K-12 budget per year of $293.7 billion dollars. If one adds the cost of higher education to this figure, one arrives at a total budget per year of over half a trillion dollars. The sorry result of such an incredibly large expenditure - the performance of American students - is discussed on page 12 of Pursuing Excellence - A Study of U.S. Twelfth Grade Mathematics and Science Achievement in International Context: Initial Findings from the Third International Mathematics and Science Study [TIMMS], a report from the U.S. Department of Education (NCES 98-049). Pursuing Excellence reads: Achievement of Students, Key Points: U. S. twelfth graders scored below the international average and among the lowest of the 21 TIMSS nations in both mathematics and science general knowledge in the final year of secondary school. (p. 24) Obviously, something is terribly wrong when a $6,330 per pupil expenditure produces such pathetic results. This writer has visited private schools which charge $1,000-per-year in tuition which enjoy superior academic results. Parents of home-schooled children spend a maximum of $1,000-per-year and usually have similar excellent results. There are many talented and respected researchers and activists who have carefully documented the "weird" activities which have taken place "in the name of education." Any opposition to change agent activities in local schools has invariably been met with cries of "Prove your case, document your statements," etc. "Resisters" - usually parents - have been called every name in the book. Parents have been told for over thirty years, "You're the only parent who has ever complained." The media has been convinced to join in the attack upon common sense views, effectively discrediting the perspective of well-informed citizens. Documentation, when presented, has been ignored and called incomplete. The classic response by the education establishment has been, "You're taking that out of context!"- even when presented with an entire book which uses their own words to detail exactly what the "resisters" are claiming to be true. The desire by "resisters" to prove their case has been so strong that they have continued to amass - over a thirty to fifty-year period - what must surely amount to tons of materials containing irrefutable proof, in the education change agents' own words, of deliberate, malicious intent to achieve behavioral changes in students/parents/society which have nothing to do with commonly understood educational objectives. Upon delivery of such proof, "resisters" are consistently met with the "shoot the messenger" stonewalling response by teachers, school boards, superintendents, state and local officials, as well as the supposedly objective institutions of academia and the press. This resister's book, or collection of research in book form, was put together primarily to satisfy my own need to see the various components which led to the dumbing down of the United States of America assembled in chronological order - in writing. Even I, who had observed these weird activities taking place at all levels of government, was reluctant to accept a malicious intent behind each individual, chronological activity or innovation, unless I could connect it with other, similar activities taking place at other times. This book, which makes such connections, has provided for me a much-needed sense of closure. the deliberate dumbing down of america is also a book for my children, grandchildren, and great-grandchildren. I want them to know that there were thousands of Americans who may not have died or been shot at in overseas wars, but were shot at in small-town 'wars' at school board meetings, at state legislative hearings on education, and, most importantly, in the media. I want my progeny to know that whatever intellectual and spiritual freedoms to which they may still lay claim were fought for - are a result of - the courageous work of incredible people who dared to tell the truth against all odds. I want them to know that there will always be hope for freedom if they follow in these people's footsteps; if they cherish the concept of 'free will'; if they believe that human beings are special, not animals, and that they have intellects, souls, and consciences. I want them to know that if the government schools are allowed to teach children K-12 using Pavlovian/Skinnerian animal training methods - which provide tangible rewards only for correct answers - there can be no freedom. Why? People 'trained' - not educated - by such educational techniques will be fearful of taking principled, sometimes controversial, stands when called for because these people will have been programmed to speak up only if a positive reward or response is forthcoming. The price of freedom has often been paid with pain and loneliness. In 1971 when I returned to the United States after living in the West Indies for three years, I was shocked to find public education had become a warm, fuzzy, soft, mushy, touchy-feely experience, where its purpose had become socialization, not learning. From that time on, and with the advantage of having two young sons in the public schools, I became involved as a member of a philosophy committee for a school, as an elected school board member, as co-founder of Guardians of Education for Maine (GEM), and finally as a Senior Policy Advisor in the Office of Educational Research and Improvement (OERI) in the U.S. Department of Education during President Ronald Reagan's first term of office. OERI was, and is, the office from which all the controversial national and international educational restructuring has emanated. Those ten years (1971-1981) changed my life. As an American who had spent many years working abroad, I had experienced traveling in and living in socialist countries. When I returned to the United States I realized that America's transition from a sovereign constitutional republic to a socialist democracy would not come about through warfare (bullets and tanks) but through the implementation and installation of the "system" in all areas of government - federal, state and local. The brainwashing for acceptance of the "system's" control would take place in the school - through indoctrination and the use of behavior modification, which comes under so many labels, the most recent labels being Outcome-Based Education, Skinnerian Mastery Learning or Direct Instruction. In the seventies I and many others waged the war against values clarification, which was later renamed "critical thinking," which regardless of the label - and there are bound to be many more labels on the horizon - is nothing but pure, unadulterated destruction of absolute values of right and wrong upon which stable and free societies depend and upon which our nation was founded. In 1973 I started this long journey into becoming a "resister," placing the first incriminating piece of paper in my "education" files. That first piece of paper was a purple ditto sheet entitled "All About Me," next to which was a smiley face. It was an open-ended questionnaire beginning with: "My name is _______________." My son brought it home from public school in fourth grade. The questions were highly personal; so much so that they encouraged my son to lie, since he didn't want to "spill the beans" about his mother, father and brother. The purpose of such a questionnaire was to find out the student's state of mind, how he felt, what he liked and disliked, and what his values were. With this knowledge it would be easier for the government school to modify his values and behavior at will - without, of course, the student's knowledge or parents' consent. That was just the beginning. There was more to come: the new social studies textbook World of Mankind. Published by Follett, this book instructed the teacher how to instill humanistic (no right/no wrong) values in the K-3 students. At the text's suggestion they were encouraged to take little tots for walks in town during which he/she would point out big and small houses, asking the little tots who they thought lived in the houses. Poor or Rich? "What do you think they eat in the big house?...in the little house?" When I complained about this non-educational activity at a school board meeting I was dismissed as a censor and the press did its usual hatchet job on me as a misguided parent. A friend of mine - a very bright gal who had also lived abroad for years - told me that she had overheard discussion of me at the local co-op. The word was out in town that I was a "kook." That was not a "positive response/reward" for my taking what I believed to be a principled position. Since I had not been "trained" I was just mad! Next stop on the road to becoming a "resister" was to become a member of the school philosophy committee. Our Harvard-educated, professional change agent superintendent gave all of the committee members a copy of "The Philosophy of Education" (1975 version) from the Montgomery County schools in Maryland, hoping to influence whatever recommendations we would make. (For those who like to eat dessert before soup, turn to page ____ and read the entry under 1946 concerning "Community-Centered Schools: The Blueprint for Education in Montgomery County, Maryland." This document was in fact the "Blueprint" for the nation's schools.) When asked to write a paper expressing our views on the goals of education, I wrote that, amongst other goals, I felt the schools should strive to instill "sound morals and values in the students." The superintendent and a few teachers on the committee zeroed in on me, asking "What's the definition of 'sound' and whose values?" After two failed attempts to get elected to the school board, I finally succeeded in 1976 on the third try. The votes were counted three times, even though I had won by a very healthy margin! My experience on the school board taught me that when it comes to modern education, "the end justifies the means." Our change agent superintendent was more at home with a lie than he was with the truth. Whatever good I accomplished while on the school board - stopping the Planning, Programming and Budgeting System [PPBS] now known as Total Quality Management [TQM] or Generally Accepted Accounting Procedures/Generally Accepted Federal Funding Reporting [GAAP/GAFFR], getting values clarification banned by the board, and demanding five [yes, 5!] minutes of grammar per day, etc. - was tossed out two weeks after I left office. Another milestone on my journey was an in-service training session entitled "Innovations in Education." A retired teacher, who understood what was happening in education, paid for me to attend. This training program developed by Professor Ronald Havelock of the University of Michigan and funded by the United States Office of Education taught teachers and administrators how to "sneak in" controversial methods of teaching and "innovative" programs. These controversial, "innovative" programs included health education, sex education, drug and alcohol education, death education, critical thinking education, etc. Since then I have always found it interesting that the controversial school programs are the only ones that have the word "education" attached to them! I don't recall - until recently - "math ed.," "reading ed.," "history ed.," or "science ed." A good rule of thumb for teachers, parents and school board members interested in academics and traditional values is to question any subject that has the word "education" attached to it. This in-service training literally "blew my mind." I have never recovered from it. The presenter (change agent) taught us how to "manipulate" the taxpayers/parents into accepting controversial programs. He explained how to identify the "resisters" in the community and how to get around their resistance. He instructed us in how to go to the highly respected members of the community - those with the Chamber of Commerce, Rotary, Junior League, Little League, YMCA, Historical Society, etc. - to manipulate them into supporting the controversial/non-academic programs and into bad-mouthing the resisters. Advice was also given as to how to get the media to support these programs. I left - with my very valuable textbook, Innovations in Education: A Change Agent's Guide, under my arm - feeling very sick to my stomach and in complete denial over that in which I had been involved. This was not the nation in which I grew up; something seriously disturbing had happened between 1953 when I left the United States and 1971 when I returned. Orchestrated Consensus In retrospect, I had just found out that the United States was engaged in war. People write important books about war: books documenting the battles fought, the names of the generals involved, the names of those who fired the first shot. This book is simply a history book about another kind of war:
* one
fought using psychological methods;
The Hegelian Dialectic4 is a process formulated by the German philosopher
Fredrich Hegel (1770-1831) and used by Karl Marx's in codifying revolutionary
Communism as dialectical materialism. This process can be illustrated as: * to use the schools to change America from a
free, individual nation to a socialist, global "state," just one of
many socialist states which will be subservient to the United Nations Charter,
not the United States Constitution;
The Deliberate Dumbing Down of America Free download, but a big file - about 14gb. Terms Mastery Learning, says that "the purpose of education is to change the thoughts, actions and feelings of students". Mastery Learning (ML) and its fraternal twin Direct Instruction (DI) are key components of Outcome Based Education (OBE) and Effective Schools Research (ESR). The reader is urged to study the definitions of all these terms, including the behaviorist term section found in the glossary of this book prior to reading further. The one common threat running through this book relates to these terms and their importance in the implementation of workforce training and attitude and value change.
1986. Psychology, by John Dewey, the father of "Progressive Education," was published (University of Chicago Press: Chicago, 1896). This was the first American textbook on the "revised" subject of education. 'Psychology' would become the most widely-read and quoted textbook used in schools of education in the country. Just prior to the publication of his landmark book, Dewey had joined the faculty of the Rockefeller-endowed University of Chicago as head of the combined departments of philosophy, psychology and pedagogy (teaching). In that same year, 1895, the university allocated $1,000 to establish a laboratory in which Dewey could apply psychological principles and experimental techniques to the study of learning.
p.7 For a nation that had been able to point with pride to extraordinary advances in all areas of endeavour carried out by individuals, with no assistance whatsoever from government, the early years of the 20th century surely surely reflected a 'Turning of the Tides'. An alient collectivist (socialist) philosophy, much of what came from Europe, crashed onto the shores of our nation, bringing with it radical changes in economics, politics, and education, funded - surprisingly enough --by several wealthy American families and their tax-exempt foundations. The goal of these wealthy families and their foundation--a seamless non-competitive global system for commerce and trade--when stripped of flowery expressions of concern for minorities, the less fortunate, etc., represented the initial stage of what this author now refers to as "the deliberate dumbing down of America". Seventy years later, the carefully laid plans to change America from a sovereign, constitution republic with a free enterprise base to just one of many nations in an international socialist (collectivist) system (New World Order) are apparent. Only a dumbed down population, with no memory of America's roots as a prideful nation, could be expected to willingly succumb to the global workforce training planned by the Carnegie Corporation and the John D. Rockefellers, I and II, in the early 20th century which is being implemented by the United States Congress in the year 1999.
The Leipzig Connection: The Systematic Destruction of American
Education,
The destruction
of American education leading to corruption of medicine The
Leipzig Connection: Sabotage of the US Educational System
--Introduction The
Leipzig Connection: Sabotage of the US Educational System -- Chapter 2 The
Leipzig Connection: Sabotage of the US Educational System -- Chapter 3 The
Leipzig Connection: Sabotage of the US Educational System -- Chapter 4 The
Leipzig Connection: Sabotage of the US Educational System --
Chapter 5 The
Leipzig Connection: Sabotage of the US Educational System --
Chapter 6 The
Leipzig Connection: Sabotage of the US Educational System -- Chapter 7 The
Leipzig Connection: Sabotage of the US Educational System -- Chapter 8 The
Leipzig Connection: Sabotage of the US Educational System -- Chapter 9 The
Leipzig Connection: Sabotage of the US Educational System -- Chapter
10 The
Leipzig Connection: Sabotage of the US Educational System -- Research
Notes Mind
Control: In The Beginning -- Thanks To Wundt Skull
& Bones Society: How The Order Controls Education - The Look-Say Reading
Method
The new paradigm - spiritual insight for humanity The wake-up call is being sounded, and the internal intuitional agitation to shed the skin of this deceptive controlled experience has begun in earnest. The time of choosing to move with the flow of Creation or to remain stuck within the hoax is upon all of Humanity. Education, as it is known, is not an advantage. It is within each self-awareness that this process will take place. All are equal in opportunity in this process. Believe that! Purity of response outweighs educational degrees. Those who know the least of what is going on will hear about it first. You have been educated into a form of deception that provides the grease upon the wheels of their plans. You have been fooled into supporting them as they carried forth their plans that so far have been focused upon the uneducated, as well as those who are unable to oppose the power you are now giving to the manifested evil ones through consent by believing their lies.
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