Control over impressionable young minds is the Holy Grail of all those seduced by power. It has been a central component to Communist and Fascist tyrannies throughout history (i.e., Hitler’s German Young People, Mao’s Red Guard, Lenin’s Young Pioneers and Little Octobrists, etc.) Charlotte Iserbyt in her book The Deliberate Dumbing Down of America warned of the role of a Globalist foundation in shaping a future intended to produce servile drones lorded over by a fully educated, aware elite class (PDF of her book is available here for free).
As the foreword to her book notes,
American people are underwriting the destruction of their own freedom and way of life by lavishly financing through federal grants the very social scientists who are undermining our national sovereignty and preparing our children to become the dumbed-down vassals of the new world order. It reminds one of how the Nazis charged their victims train fare to their own doom.
One of the interesting insights revealed by these documents is how the social engineers use a deliberately created education “crisis” to move their agenda forward by offering radical reforms that are sold to the public as fixing the crisis—which they never do. The new reforms simply set the stage for the next crisis, which provides the pretext for the next move forward. This is the dialectical process at work, a process our behavioral engineers have learned to use very effectively. Its success depends on the ability of the “change agents” to continually deceive the public which tends to believe anything the experts tell them.And so, our children continue to be at risk in America’s schools. They are at risk academically because of such programs as whole language, mastery learning, direct instruction, Skinnerian operant conditioning, all of which have created huge learning problems that inevitably lead to what is commonly known as Attention Deficit Disorder and the drugging of four million children with the powerful drug Ritalin. Mrs. Iserbyt has dealt extensively with the root causes of immorality in our society and the role of the public schools in the teaching of moral relativism (no right/no wrong ethics). She raises a red flag regarding the current efforts of left-wing liberals and right-wing conservatives (radical center) to come up with a new kid on the block—“common ground” character education—which will, under the microscope, turn out to be the same warmed-over values education alert parent groups have resisted for over fifty years. This is a perfect example of the Hegelian Dialectic at work.
As she notes in the preface to the book,
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.
... The reason Americans do not understand this war is because it has been fought in secret—in the schools of our nation, targeting our children who are captive in classrooms. The wagers of this war are using very sophisticated and effective tools.
... Much of this book contains quotes from government documents detailing the real purposes of American education:
- 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
- to brainwash our children, starting at birth, to reject individualism in favor of collectivism
- to reject high academic standards in favor of OBE/ISO 1400/90007 egalitarianism
- to reject truth and absolutes in favor of tolerance, situational ethics and consensus
- to reject American values in favor of internationalist values (globalism)
- to reject freedom to choose one’s career in favor of the totalitarian K–12 school-to-work/OBE process, aptly named “limited learning for lifelong labor,”8 coordinated through United Nations Educational, Scientific, and Cultural Organization.
The introduction, written by Sarah Leslie, begins with,
In the fall of l972 a small group of students in an introduction to educational psychology class at a midwestern university saved every single soul in the lifeboat.
The professor became agitated. “No! Go back and do the exercise again. Follow the instructions.”
The students, products of the radical 1960s culture, expected this to be a small group assignment in creativity and ingenuity. They had worked out an intricate plan whereby everyone in the lifeboat could survive. When the professor persisted, the students resisted—and ultimately refused to do the exercise. Chalk up a victory to the human spirit.
However, it was a short-lived victory. This overloaded “lifeboat in crisis” represented a dramatic shift in education. The exercise—in which students were compelled to choose which humans were expendable and, therefore, should be cast off into the water—became a mainstay in classrooms across the country. Creative solutions? Not allowed. Instructions? Strictly adhered to. In truth, there is to be only one correct answer to the lifeboat drama: death.
... The mind of the average American became “trained” (conditioned) to accept the idea that education exists solely for the purpose of getting a good paying job in the global workforce economy.
... The dumbing down of a nation inevitably leads to the death of a culture.
... For too many years the late Harvard psychologist B.F. Skinner has been virtually ignored by conservative leaders, who focused their criticism exclusively on pervasive cultural influences of the humanistic psychologists (Rogers, Maslow, et al.). Skinner was written off as a utopian psychologist who represented no threat. Iserbyt’s premise, proven well, is that B.F. Skinner is comfortably alive and well—embedded within modern education methods ...... The late Christian apologist and theologian, Dr. Francis Schaeffer, when discussing the evils of B.F. Skinner in his little booklet Back to Freedom and Dignity (1972), warned: “Within the Skinnerian system there are no ethical controls; there is no boundary limit to what can be done by the elite in whose hands control resides.”
...With little fanfare, the agendas and methods of key reform leaders (conservative and liberal) are allowed to unmask themselves in their own words and by their own actions. Of particular interest is Iserbyt’s material on the issue of school “choice”—abundant evidence from both sides of the political spectrum. The reader will learn that private, Christian and home schools are all neatly tied into the reform web via computer technology, databanking, assessment testing and, ultimately, the intention to use rewards and penalties to enforce compliance to the“transformed” system of education in this country.
Joy Pullmann has authored a new book entitled "The Education Invasion: How Common Core Fights Parents for Control of American Kids" that reveals what's behind the Common Core initiative in American education.
Per Doug Baker's review of the book ....
Most parents do not realize that lurking behind their child’s school is a vast bureaucratic infrastructure governed by cadres of consultants, curriculum publishers, standardized test developers, and non-profit entities. Pullmann looks under the hood of the education establishment and exposes the tentacles of the education specialists who wrote the Common Core standards – many of whom have little or no actual teaching experience. Pullmann’s thesis: Common Core is the crowning achievement of a decades long attempt by various education professionals to standardize and nationalize education to the point that a national curriculum is finally in place, though it is carefully disguised as a state-based and voluntary program.
Beginning with what Common Core actually is – a 640-page set of blueprints for K-12 math and English curriculum and tests – she states that a federal power grab for control of the curriculum has taken place resulting in “cumbersome process requirements wrapped in obscure jargon.” Citing research from Terrance Moore (a leading Common Core opponent) Pullmann states that “Common Core is as big a change in education as Obamacare is in health care.” For Pullmann, the travesty is not simply that Common Core exists, but “unlike Obamacare it needed no votes in Congress to become national policy.”
... The great danger in debates about academic standards is that they can easily devolve into an education without standards by teachers without accountability in schools without purpose. Toward this end, Pullmann’s book is a welcome exposé.
The book is here.