God and Ayn Rand stand for moral absolutes

As long as a child breathes the poisoned air of nationalism, education in world-mindedness (one-world order) can produce only precarious results. As we have pointed out, it is frequently the family that infects the child with extreme nationalism. The school should therefore use the means described earlier to combat family attitudes that favor jingoism (nationalism). We shall presently recognize in nationalism the major obstacle to development of world-mindedness. UNESCO publication #356, “In the Classroom: Toward World Understanding

In the last two blogs I offered some research material – places you could read the ‘who’, ‘what’ and ‘why’ of Agenda 21/Sustainable Development (now Agenda 2030). Often, but not always, the progenitors have been open about what their aims are. When Agenda 21 was being put together in Norway just after the Earth Summit in Rio, members of the Wise Use Movement were faxed copies nightly so we could see what was planned. At first I had a hard time believing that any group of people could achieve their stated objectives – to restructure the entire world under their control.

I thought that at least we Americans would never allow it, but then it was happening. And the American people seemed oblivious to it. How were they able to hoodwink the great majority of people into accepting what is slavery or death? That is the subject of this blog: how we came from being the Great American Experiment to being sheep.

Again, to truly answer this would take a book or two, but I would like to give you some places to study for yourself and understand (simplified version) how the pioneer/explorer spirit was replaced by ignorance and ennui.

In 2007, Tom wrote about the restructuring of education beginning with John Dewey:

There is simply not enough room on these pages to tell the entire history of education restructuring and transformation. It dates back to the early efforts by psychologists like John Dewey, whose work began to change how teachers were taught to teach in the nation’s teacher colleges. The changes were drastic as education moved away from an age-old system that taught teachers how to motivate students to accept the whole scope of academic information available. Instead the new system explored methods to maneuver students through psychological behavior modification processes. Rather than to instill knowledge, once such a power was established the education process became more of a method to instill specific agendas into the minds of children. 

As Dewey was restructuring education, Dr. Augustus Thomas, Commissioner of Education for the State of Maine, told the World Federation of Education Associations:

If there are those who think we are to jump immediately into a new world order, actuated by completed understanding and brotherly love, they are doomed to disappointment. It will only come after patient and persistent effort of long duration. The present international situation of mistrust and fear can only be corrected by a formula of equal status, continuously applied, to every phase of international contacts, until the cobwebs of the old order are brushed out of the minds of the people of all lands. This means that the world must await a long process of education and a building up of public conscience and an international morality.

And how will they do this? In 1965, The Department of Health, Education and Welfare commissioned Michigan State University to write a report, Behavioral Science Teacher Education Program (BSTEP), that is designed not to only change our children’s values, attitudes and beliefs, but with far more malevolence (if you can conceive something more evil than that) this program will make most of them into brain-dead slaves.

Page 255 of BSTEP (288 of the PDF) has a chart “Detailing the Controlling Elite,” the Overview reads:

The Protestant Ethic will atrophy as more and more enjoy varied leisure and guaranteed sustenance. Work as the means (illegible) end of living will diminish in importance except for a few with exceptional motivation, drive, or aspiration. No major source of a sense of worth and dignity will replace the Protestant Ethic. Most people will tend to be hedonistic, and a dominant elite will provide “bread and circuses” to keep social dissension and disruption at a minimum.   Behavioral Science Teacher Education&nbs p;-3pgs-EDU

Does this sound like what an education consists of? If you download the book (messy, some illegible spots), you will see that what is going on in our schools is not education but brainwashing – the dumbing down of our children to useful idiots at best. Another great source is Charlotte Iserbyte’s The Deliberate Dumbing Down of America. You can find it here.

Moving on — A later generation began another phase of the transformation from giants to sheep. Those of you who are old enough to remember the ‘60s and ‘70s can remember discussions on campus about moral relativism.

Moral relativism is a philosophy that asserts there is no global, absolute moral law that applies to all people, for all time, and in all places. Instead of an objective moral law, it espouses a qualified view where morals are concerned, especially in the areas of individual moral practice where personal and situational encounters supposedly dictate the correct moral position.

Summing up the relative moral philosophy, Friedrich Nietzsche wrote, “You have your way, I have my way. As for the right way, it does not exist.”

Cultural relativism was designed to use moral relativism to say that all cultures are equal (should have been obvious under moral relativism but I think cultural relativism was more a building block to wipe out any moral absolutes).

Cultural Relativism: Truth Is Relative
Cultural relativism is the view that no culture is superior to any other culture when comparing systems of morality, law, politics, etc. It’s the philosophical notion that all cultural beliefs are equally valid and that truth itself is relative, depending on the cultural environment. Those who hold to cultural relativism hold that all religious, ethical, aesthetic, and political beliefs are completely relative to the individual within a cultural identity. Relativism often includes moral relativism (ethics depend on a social construct), situational relativism (right or wrong is based on the particular situation), and cognitive relativism (truth itself has no objective standard). 

We are now to believe Western Culture that was the foundation of the Great American Experiment could have been replaced by any other culture and we would have had the same outcome with perhaps just a little more color and creativity. We are to believe that Western Culture is of no more value than any other culture. To believe that would, for me, be the same as saying there is no meaning to life and we might as well eat, drink, murder, rape and pillage and have no care for anything but a hedonistic today. And that is exactly what is being fed to the minds of school children. No wonder they are so lost, without moral compasses. THEY HAVE BEEN PROGRAMMED TO BE THIS WAY.

Moral Absolutism is the ethical belief that there are absolute standards against which moral questions can be judged, and that certain actions are right or wrong, regardless of the context of the act.  Thus, actions are inherently moral or immoral, regardless of the beliefs and goals of the individual, society or culture that engages in the actions. It holds that morals are inherent in the laws of the universe, the nature of humanity, the will of God or some other fundamental source. Read more here.

Like all good things, moral absolutism is politically incorrect. The global elite cannot control people who believe in right and wrong, good and bad, so they must erase those values in the children. God and Ayn Rand taught moral absolutes (yes, I know Rand would be turning over in her grave if she could read this, but it is true). That is why Christianity and Rand are treated as evil vermin in today’s morally corrupt world of multiculturalism, Islam-promoting politicos, and UN forces atrocities going on around the world. The Bible and Ayn Rand’s books will probably be relegated to a pile at Fahrenheit 451.

One more source for information on the whys and wherefores of modern education is Michael Coffmann’s book, Plundered. You can find it here.



Kathleen Marquardt
[email protected]

Kathleen Marquardt has been an advocate for property rights and freedom for decades. While not intending to be an activist, she has become a leader and an avid supporter of constitutional rights, promoter of civility, sound science, and reason. She is dedicated to exposing the fallacies of the radical environmental and animal rights movements. She has been featured in national publications including Fortune, People, the Washington Post, and Field and Stream, as well as television news programs such as Hard Copy, The McLaughlin Group, Geraldo, and many others. Today, she serves as Vice President of American Policy Center. Kathleen now writes and speaks on Agenda21/2030, and its threat to our culture and our system of representative government.