29 Mar Restructuring Education For the Global Village
By Tom DeWeese
As Americans, let us review the options now being presented to us to determine our future and how we will live it.
First, we have the Constitution of The United States, written by our founding fathers. They were principled men who searched the world over, studying every kind of government before deciding which should be ours. They sought a government that would protect our property, our wealth, our individual liberty and our ability to control our own happiness.
On the other hand, we are now offered the UN’s Charter for Global Democracy. Written by power-hungry, money grabbing, whining socialists who see it as an opportunity to redistribute U.S. wealth and power into their own pockets.
The U.S. Constitution gives us representative government whereby the people choose their leaders and the policies that will govern us.
With the UN’s Charter for Global Democracy we get non-elected rulers answerable to no one – responsible only to political pressure groups.
Our U.S. Constitution protects our right to own and control private property. The UN’s Charter demands global control of all lands.
The Constitution protects our right to keep and bear arms – the UN’s Charter calls for international gun control.
In the U.S., through our elections of representative government we control the rate of taxation. The UN gives us a global IRS, answerable to no one.
In the United States, the Constitution guarantees every American the right to a trial by a jury of our peers, a right to face our accusers and a right to know the charges against us. The UN’s Criminal Court, as called for in the Charter for Global Democracy, guarantees none of these things.
So our choice should be simple—a no-brainer. The people of the United States should have no doubt that the U.S. Constitution governing over a free, independent sovereign United States should be our choice.
So how does the UN expect to win over the American people and enforce such a stupid substitute over our way of life?
It’s very simple, really. They just steal a generation of children and teach them to be the global citizens called for in the Charter for Global Democracy.
The process has already been installed in our public schools. Academic education has been replaced with indoctrination programs. The process is designed to change the attitude, values and beliefs of the children – away from traditional American values of God and Country. Away from the family; away from the American work ethic; away from competition.
Now, don’t take my word for it. Let those promoting such a program tell you in their own words.
Chester Pierce is a professor in the Department of Educational Psychiatry at Harvard University. And he is a major architect of the development of the “new” American for the global village. Here’s what Professor Pierce told 2000 teachers attending the Childhood International Education Seminar in Denver, Colorado in 1973 – at the beginning of the restructuring of American education.
He said, “Every child in America entering school at the age of five is insane because he comes to school with certain allegiances toward our Founding Fathers, toward his parents, toward our elected officials, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity. It’s up to you, teachers, to make all of these sick children well by creating the international child of the future.” Could his intentions be any more clear?
Twenty-seven years ago, when Professor Pierce said those words, the United States wasn’t worrying about our national sovereignty. We weren’t worried about a UN-lead global governance. We were a proud, patriotic nation with faith and family held in the highest esteem. Today, aware Americans keep asking what happened to change our country. What has gone so wrong? The answer is, we are seeing the realization of Chester Pierce’s dream. What you and I now consider sick – he considers sane. He and his cohorts have managed to turn our world upside down.
How? Here’s the process now taking place in almost every public school in the nation. Our schools have been besieged by an army of psychologists funded by programs like School-to-Work and Goals 2000. Their job is to evaluate the attitudes, values and beliefs of the children. They are looking for traces of that sickness Professor Pierce was so concerned about, like loyalty, patriotism, love of family. Once found, they use a very sophisticated method to flush out the “misguided” ideas from the minds of these youthful victims. And they begin to replace them with their own attitudes, values and beliefs – those that will help them along the way to becoming the citizens of the global village. The system used comes under many names. You may recognize it as “Outcome-based Education” (OBE).
Let’s start with the very root of how our society really operates. You see, society must have structure, guidelines and rules to live by. Without these there would be nothing to safeguard life, limb or property.
We have laws, but they would mean very little if people weren’t taught at a young age to have respect for the rights of others. In short, parents teach children to have boundaries that control their public behavior and interaction with others.
Children are taught modesty, otherwise they might not wear clothes. They are taught not to go into the neighbor’s yard without permission. They are taught rules of games, without which they could not be played. They’re taught to drive on a certain side of the road, to stop at traffic lights and to watch for pedestrians.
These are common boundaries, without which there could be nothing but anarchy. Part of this “structuring” of society includes creating a sense of loyalty and pride for family, community, state and nation. If you believe in something you’ll want to defend it and make sure it’s the best it can be. Loyalty and pride are major ingredients in the structuring of society.
These are attitudes, values and beliefs. Outcome-based Education is designed to attack all of these concepts and destroy those loyalties and strip that pride. Traditional American society is the target.
For more than two decades the nation has been involved in massive “education reform” that really is nothing more than complete “education restructuring.” The classroom of today would be almost unrecognizable to those of us who attended just twenty or thirty years ago.
Many schools no longer say the Pledge of Allegiance to the U.S. flag. Instead, some now recite a pledge to the United Nations or even to our Earth Mother. This one practice is the very beginning of the OBE restructuring process that has been so carefully designed to start your child on the road to becoming the perfect global citizen. More changes reinforce the message in restructured history books that no longer teach traditional American history. Multicultural education is used to confuse, divide and remove pride in our nation. Situation ethics have replaced standard learning material in almost every subject, including math, English and geography. And School-to-Work job training programs have replaced a well-rounded basic academic education. All the while, promoters of this up-side-down world call the new classrooms “educational excellence.”
The results are now obvious as children are steadily becoming illiterate; unable to read, add and subtract or reason. These are the results of the process called Outcome-based Education. And the education establishment couldn’t be more pleased by the results.
OBE is not an educational system or a new teaching method. It is a behavior modification process designed and implemented by psychologists. OBE evaluates each child’s attitudes, values and beliefs and sets out to eliminate and replace them. The whole purpose is to change the way the child thinks. “Outcome-based” means the outcome is pre-determined. They know what they want the child to think and believe. The process is then set in motion to make that happen.
In truth, OBE is an anti-intellectual, highly politicized, psychological process designed to create a society that is accepting of, and susceptible to manipulation and control. It has no other purpose and that is why it is veiled in secrecy and doublespeak.
How many of you have noticed your child changing once they enter school? Do they remain the happy-go-lucky youngsters that first entered the schoolhouse? Or do they become sullen and frustrated?
Have you been told that you’re not allowed to help with homework? Has your child come home with questionnaires asking for personal family information?
Have your children started to scold you for not recycling? Has your child (usually at about the third grade level) suddenly announced that they are vegetarians? Have you noticed environmental questions or statements popping up in math tests or language and history textbooks?
This is the OBE process at work, probing and changing your child. OBE is being used to strip-search your child for attitudes, values and beliefs that you have instilled.
If you taught them to believe in God, or respect their grandparents or love their nation, that must be changed. If you’ve taught them that they are free, unique individuals who should stand up for their beliefs, then the system considers them to be at risk, in urgent need of help.
How is OBE used to destroy an intelligent mind and turn it into one that mindlessly follows a predetermined course? One step at a time.
For instance, the environmental agenda is vital to the UN’s plans to encourage nations to relinquish sovereignty. Therefore it is imperative that the new citizens of the global village accept the required environmental attitudes unburdened by the antiquated righteousness of property rights. Here’s how the OBE process can assure the outcome.
First, your child is fed a steady stream of pictures and stories of environmental destruction supposedly caused by man. These can come from movies, television, video games, books, classroom discussion, computer simulation or class projects.
Your little boy or girl will see visions of baby seals being beaten and skinned alive (film that has been faked, by the way); they will see forests being mowed down by bulldozers and they will witness films of factories creating sludge-filled rivers.
To help fight back against these outrages, your child, in the classroom, will be encouraged to join private environmental groups to work along side these heroes as they fight man’s destruction of the environment. Environmental projects to be undertaken on personal time will be encouraged in order to allow your child to fulfill his good citizen and mandatory volunteerism requirements necessary for graduation.
Your child will be provided brand new, colorful textbooks and class curriculum that speak of the earth only as a fragile victim of man’s development. He will be taught that the earth is his “mother” from which all life is derived.
All aspects of the curriculum, including math and literature reinforce the message. Here is an example of a problem from a new fourth grade math textbook called Quest 2000: “Mindy read that a typical goldfish lives for six years. Mindy has a goldfish six years old. (Watch out – here comes the math question.) SHOULD MINDY CONTINUE TO BUY GOLDFISH? EXPLAIN YOUR THINKING.”
Situation ethics is replacing the teaching of basic academics in most class subjects. English class is no longer the place to learn how to conjugate a verb, diagram a sentence or learn to spell. Instead, students are told to keep a journal of their deepest thoughts and impressions. These journals are then collected and read by the teacher. Why? To evaluate how the OBE process is progressing.
One book used in these classes is called “The Book of Questions.” Designed around “situation ethics,” the authors openly admit that “this book is designed to challenge attitudes, morals and beliefs.” They also state that there are no correct or incorrect answers or moral absolutes.
Here are some sample questions from “The “Book of Questions.” (1) “You, your closest friend and your father are on a vacation together, hiking in a remote jungle. Your two companions stumble into a nest of poisonous vipers and are bitten repeatedly. You know neither will live without an immediate shot of anti-venom, yet there is only a single dose of it and it’s in your shirt pocket. What would you do?” In other words, who would you save.
(2) “On an airplane you are talking pleasantly to a stranger of average appearance. Unexpectedly, the person offers you $10,000 for one night of sex. Knowing that there is no danger and that the payment is certain, would you accept the offer?” These questions are for high school students.
(3) “A cave-in occurs while you and a stranger are in a concrete room deep in a mine shaft. Before the phones go dead, you learn that the entire mine is sealed and the air hole being drilled will not reach you for thirty hours. If you both take sleeping pills from the medicine chest, the oxygen will last for only twenty hours. Both of you can’t survive; alone one of you might. After you both realize this, the stranger takes several sleeping pills, says it’s in God’s hands, and falls asleep. You have a pistol; what do you do?”
In geography you’re taught to make a “me’ map. Children are instructed to create themselves as a map by answering such questions as; what type of land mass are you? Are you an island? An island represents a loner, an introvert, a person who likes to be by himself. A peninsula is almost completely surrounded by water except for one side that is connected to the mainland.
The connected side could represent a close friend or a family member. Are you landlocked? If you are landlocked you like people surrounding you. You are an extrovert. The lesson goes on to indicate that if you have lots of problems in your life then you will have a rocky shore, and so forth.
In Civics class more situation ethics come into play as students are forced to make life-and-death decisions playing the role of a police dispatcher. In health class students are actually given the phone number for child abuse hot lines and told to turn in their parents if they punish them.
UN NGOs, like the Sierra Club and People for the ethical Treatment of Animals (PeTA), are brought into the classroom for days on end to talk to the children and indoctrinate them.
Parents are confused, kept unaware of the massive restructuring in the classrooms because the titles of the classes are retained. Many parents deny that such radical changes are taking place in their child’s school because they still have a well-rounded curriculum of Math, English, Civics and Geography. Well, take a moment to look at the textbooks. See for yourselves if there are any true math questions in the math textbook or are there, instead, essay questions more designed to monitor the child’s thought process.
Remember, the whole purpose of the education exercise is to attack and change the child’s attitudes, values and beliefs. To assure that the process is working, the children are constantly given evaluation tests, not to determine what they’ve learned academically, but to make sure that they are developing the proper attitudes.
If a child shows resistance or isn’t progressing fast enough, special courses or even “personalized” computer programs are developed. He is tested again and again until he begins to give all of the proper answers. That is the true agenda behind Bill Clinton’s drive to get computers into every classroom – make no mistake about it.
And so, after twelve years of such behavior modification programming, your child will certainly have all of the proper environmental attitudes, unable to think or reason for himself, ready to accept and support whatever message the government hands down. In other words, your child has become the perfect, anti-property, anti-technology, anti-industry, unquestioning, simple-minded idiot. The OBE process is not education, it’s mind control from womb to tomb.
The indoctrination process is having the desired effect as children are being psychologically scarred by the horrible, anti-production, anti-human, propaganda they have been fed.
Children have been known to break into tears when meat is served for dinner because they’ve been assaulted by PeTA in the classroom – telling them their parents are murderers if they hunt.
One six year old girl refused to sleep in a beautiful old four-poster bed inherited from her grandmother. When asked why she was upset with the bed, sobbing she said, “because they had to kill trees to make it.” Another young boy compared lumberjacks to rapists and murderers.
Children are being told in their classrooms that wealth is evil; that private property is an affront to Mother Earth; that hunting is murder; that love of country is Hitleristic. And they are told that there is no right or wrong – they should just make decisions that work for them. Feelings, they are told, are more important than morality.
Is there any wonder, then, that children don’t hesitate to take up a gun and shoot their fellow classmates? Perhaps it was just the right decision for them at the time. Are you surprised that such an atmosphere has become a breeding ground for violence?
The real purpose of these exercises is to break down parental authority and societal structures and make the children’s minds pliable for restructuring. It is a direct assault on their attitudes, values and beliefs.
The elimination of America’s natural competitive nature is key to the global citizen-agenda. That’s why they are busy eliminating any kind of competition in school programs. There are no passing or failing grades; no advanced classes for over achievers and no winners or losers in sports. We’ re told that a child’s self-esteem is damaged if he is forced to compete and lose. So they eliminate losers.
In many schools – all children now make the cheerleading squad, even if they have no athletic ability. All children make the band, whether or not they can play an instrument. But perhaps the most bizarre example of the destruction of competition in schools has been developed in Cecil County, Maryland. Here middle school basketball is being played by very different rules.
If one team is ten points ahead, additional baskets scored by the winning team won’t count until the underdog team catches up. No record is kept of who scores so no one can stand out as the star of the team.
So now you have today’s modern high school athletic event. A band plays sour notes in a non-victory celebration as cheerleaders with no ability have nothing to cheer about, as a boring, pointless game, which has no winners or losers, drags out on the floor. Hours later, the agony ends.
What’s the point? Individual spirit dies. The desire to stand out is squashed. The drive to do it better than anyone else is stamped out. “Group-think” replaces reason. This is OBE behavior modification at work.
The fact is you are witnessing OBE destroying the very foundation of our society. You are watching as your children are being prepared to live and function in a different kind of world. How many steps further does it take for the indoctrination to destroy love of family and country? When UN action begins to be depicted as heroic – how long will it take to secure loyalty and allegiance? Once done – the transformation from U.S. citizen to global citizen is complete.
So you see, OBE has nothing to do with academics. And it’s not just a simple program or teaching method. Outcome-based Education is like carbon monoxide. You can’t see it. You can’t smell it. But it is a deadly killer of minds.
The social planners aren’t lying to you. They openly admit that the new education restructuring programs are preparing your children for the future. But it’s for a future in a global village of misery and sacrifice