Sunday, February 16, 2020


From Professor Belmore: "I lost my livelihood trying to tell the truth. I did not choose to be anonymous in speaking out about Q, so I ended up becoming a casualty of the war for our minds and the Globalist agenda to suppress the truth. I am not a profiteer. I'm just a teacher whom nobody will hire all because of my decision to speak out against a hidden establishment that has kept us in a state of bondage for longer than I've been alive. At the same time, I refuse to be a victim or a charity case. I am a TEACHER, and I want nothing more than to continue my work in waking people up from their slumber and to put in the sweat to achieve that end. Patriots of the Great Awakening have been so compassionate for my plight, but now it's my turn to give back and make sure these generous donations are put to work to reverse decades of Globalist programming that had brought humanity to its knees."

Three Part Series: "School World Order"

Part 1 of 3
Part 2 of 3
Part 3 of 3

Spies In Academic Clothing

Here is an excellent essay by Jan Irvin on shenanigans in "Academia"

"In her book The Cultural Cold War, Frances Stonor Saunders makes startling revelations regarding the CIA’s clandestine books program. Citing the Frank Church Committee and the New York Times, she states that by 1977 the CIA had published over 1000 books, including those, ironically on “indigenous national or international organizations” – which would very likely include neo-shamanism and “native revivalism”.
If you’re a reader like I am, or even if you’ve ever read a book sometime in your life, then that means you may have read a book that was written by an intelligence agent and it’s likely, as Saunders shows, that you were misled. And even though this article pertains to the CIA’s MKULTRA program and the counterculture, it will provide insight into how the CIA (and intelligence community as a whole) influences information in other books and areas – including academia – as well."
"Spies  In Academic Clothing".

Tuesday, November 13, 2018

Tuesday, February 24, 2015

Robin S Eubanks - Social & Emotional Teaching as a Weapon

Robin Eubank's book "Credentialed To Distroy" is excellent but it doesn't end there.  I highly recommend reading her ongoing updates at her web site

Wednesday, September 3, 2014

Google "PSYOP"

I had a conversation with a recent highschool graduate from an area hundreds of miles away from the inicident described in this video who told me his school had an incident with the exact same story; might both these terrifying incidents have been staged?

17 Page Article From 1957 Issue of "The Communist" Magazine On How They Use Education

Friends, You might want to take a look at this:


Introduction: "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."

Thursday, August 28, 2014

Dewey Knew that no one Had any Idea What A Nazi Was; The Price Of Ignorance

The following is a description of a document you can download from the webside link from top researcher, former whitehouse Dept of Ed whisleblower: 

"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 ."

Saturday, November 23, 2013

Another Example of Blatant Propaganda

This is a page from a middle school text book. It is shocking that full grown adults would allow something like this to be written and presented as valid "information" for an intellectually defenseless child.

Tuesday, November 19, 2013

Gatto Reads The Social Engineers' Admitted Reasons For Schooling

In this top video, Gotto goes deeper into the more insidious details. The topic begins at the 33:38 minute point in the video:
This second video is an edited, scripted version of the facts in the video above, devoid of Gatto's extra textual insights. (I personally think the above video is well worth scrolling to the 33:38 minute starting point) The full text of the book Gatto mentions at this point, "Principles of Secondary Education" by Inglis is posted here.

Socialist Subversion Via "Education"

A Serious Wake-Up Call From John Taylor Gatto

Saturday, November 16, 2013

6 Important Functions of Secondary Education

Cover of: Principles of secondary education by Inglis, Alexander James
Alexander Inglis's 1918 book, Principles of Secondary Education  makes it clear that compulsory schooling in America was intended to be what it had been for Prussia in the 1820s. John Taylor Gatto explains that the work of Inglis's, who was a Harvard professor with a Teachers College Ph.D., positions school as a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table. Modern, industrialized, compulsory schooling was to make a sort of surgical incision into the prospective unity of these underclasses. Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever reintegrate into a dangerous whole. 

In his essay Against School and book The Underground History of American Education, Gatto explains the six basic functions of school outlined by Inglis.

6 Important Functions of Secondary Education
1) The adjustive or adaptive function. 
Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can't test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.

2) The integrating function. 
This might well be called "the conformity function," because its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force.

3) The diagnostic and directive function. 
School is meant to determine each student's proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in "your permanent record." Yes, you do have one.

4) The differentiating function. 
Once their social role has been "diagnosed," children are to be sorted by role and trained only so far as their destination in the social machine merits - and not one step further. So much for making kids their personal best.

5) The selective function. 
This refers not to human choice at all but to Darwin's theory of natural selection as applied to what he called "the favored races." In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit - with poor grades, remedial placement, and other punishments - clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That's what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.

6) The propaedeutic function. 
The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.

The Six-Lesson Schoolteacher

by John Taylor Gatto, New York State Teacher of the Year, 1991 

Call me Mr. Gatto, please. Twenty-six years ago, having nothing better to do, I tried my hand at schoolteaching. My license certifies me as an instructor of English language and literature, but that isn't what I do at all. What I teach is school, and I win awards doing it.
Teaching means many different things, but six lessons are common to schoolteaching from Harlem to Hollywood. You pay for these lessons in more ways than you can imagine, so you might as well know what they are:
The first lesson I teach is: "Stay in the class where you belong." I don't know who decides that my kids belong there but that's not my business. The children are numbered so that if any get away they can be returned to the right class. Over the years the variety of ways children are numbered has increased dramatically, until it is hard to see the human being under the burden of the numbers each carries. Numbering children is a big and very profitable business, though what the business is designed to accomplish is elusive.
In any case, again, that's not my business. My job is to make the kids like it -- being locked in together, I mean -- or at the minimum, endure it. If things go well, the kids can't imagine themselves anywhere else; they envy and fear the better classes and have contempt for the dumber classes. So the class mostly keeps itself in good marching order. That's the real lesson of any rigged competition like school. You come to know your place.
Nevertheless, in spite of the overall blueprint, I make an effort to urge children to higher levels of test success, promising eventual transfer from the lower-level class as a reward. I insinuate that the day will come when an employer will hire them on the basis of test scores, even though my own experience is that employers are (rightly) indifferent to such things. I never lie outright, but I've come to see that truth and [school]teaching are incompatible.
( full article here)

Cultures and Their Various "Schooling" Styles

Thursday, November 14, 2013

The "School Sucks Project" Series

Several interesting series on schooling can be seen at the
"School Sucks Project" website.

Thursday, March 28, 2013

Shocking Content Taught In Schools

These leaders in academia, in keeping the masses uneducated, think it is easy to to fool the masses and therefore boldly claim absurdities. For example, a small amount of research will show anyone that this quote, presented as being "neutral", is not only VERY religious (to the point of being frighteningly extremist), but is from the doctrine of "Luciferianism":
"I am convinced that the battle for humankind’s future must be waged and won in the public school classroom by teachers who correctly perceive their role as the proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being. These teachers must embody the same selfless dedication as the most rabid fundamentalist preachers, for they will be ministers of another sort, utilizing a classroom instead of a pulpit to convey humanist values in whatever subject they teach, regardless of the educational level—preschool, daycare, or large state university. The classroom must and will become an arena of conflict between the old and the new—the rotting corpse of Christianity, together with all its adjacent evils and misery, and the new faith of humanism, resplendent with its promise of a world in which the never-realized Christian ideal of “love thy neighbor” will finally be achieved. Then perhaps we will be able to say with Tom Paine that “the world is my country, all [hu]mankind are my brethren, and to do good is my religion.” It will undoubtedly be a long, arduous struggle replete with much sorrow and many tears, but humanism will emerge triumphant. It must if the family of humankind is to survive." - John J. Dunphy
 This isn't "neutral"; this isn't live and let live. They boldly proclaim they will brainwash everybody to their plan. This is "Luciferian"; and "Luciferians" understand the power of education.  In their own words...

Tuesday, September 18, 2012

12 Quotes By Social Engineers Exposing Elite Hijacking Of Culture Through So Called "Education"

Education for Social Change

SEPTEMBER 18, 2012
Education has long been recognized as a major tool for social transformation. The latest edition of Forcing Change, which has been up for a while and available for download to Forcing Change members, focuses on this education-transformation paradigm.
Here are some quotes, from diverse sources, highlighting education for social change.Image

1. “I have suggested that the textbooks be rewritten in terms of right human relations and not from the present nationalistic and separative angles… To all of these I would like to add that one of our immediate educational objectives must be the elimination of the competitive spirit and the substitution of the cooperative consciousness.”
- Alice Bailey [a leading occultist who influenced Robert Muller, founder of the United Nations World Core Curriculum], Education in the New Age (Lucis Trust), p.74.

2. “Educational institutions play an important part in most societies as agents of social control, cultural change, and, not least, social selection.”
- A.H. Halsey, “Education and Social Selection,” Power and Ideology in Education (Oxford University Press, 1977), p.167.

(read more...)

Monday, August 13, 2012

Equipping Schools To Brainwash

In the video below, Charlotte Iserbyt, former Senior Policy Advisor for the Dept Of Education under Ronald Reagan discusses the above video, and more, in this electrifying interview:

Thursday, September 22, 2011

Discover Who The NEA Is Connected To

This website is an excellent web resource whereby you can see who and what is connected in society. This link takes you right to the page where you can see who the NEA is connected to.

Monday, August 29, 2011

UNESCO; The World Core Curriculum and Global Spirituality

This is one of a full series called "Know Your Enemy" the series is posted here.

A full article with more video clips and quotes on this subject called "The World Core Curriculum And Your Children is posted here.

Sunday, August 7, 2011

The Educational Establishment versus Civilization

John W. Robbins
Streaming audio of full lecture

PDFDownload the PDF version of this review. 

Almost sixty years ago, Walter Lippmann delivered an address titled “Education versus Western Civilization” to the American Association for the Advancement of Science. As his title indicated, Lippmann clearly understood the threat to civilization that the educational establishment in America posed. In his address, he propounded several theses on education:

First: That during the past forty or fifty years those who are responsible for education have progressively removed from the curriculum of studies the Western culture which produced the modern democratic state;
Second: That the schools and colleges have, therefore, been sending out into the world men who no longer understand the creative principle of the society in which they live;
Third: That, deprived of their cultural tradition, the newly educated Western men no longer possess in the form and substance of their own minds and spirits the ideas, the premises, the rationale, the logic, the method, the values of the deposited wisdom which are the genius of the development of Western civilization;
Fourth: That the prevailing education is destined, if it continues, to destroy Western civilization and is in fact destroying it; .†.†.
And finally: What is now required in the modern educational system is not the expansion of its facilities or the specific reform of its curriculum and administration but a thorough reconsideration of its underlying assumptions and of its purposes.

The educational establishment that Lippmann saw destroying civilization in 1940 has not only continued, it has grown and flourished. There has been no thorough reconsideration of its underlying assumptions and purposes. Instead, its curriculum has been reformed innumerable times, and its facilities have been vastly expanded.
But while the educational establishment has grown, moral and academic standards have all but disappeared. The evidence of abandoned academic standards, if not so dramatic as the evidence of abandoned moral standards, should be equally sobering: falling SAT scores, functional illiteracy, not merely of students but of teachers as well, and a vacuum of cultural and theological ignorance among both teachers and students. The decline of American education has been reported in dozens of books over the past half century. The entire American educational establishment, from kindergarten to university, is in collapse. This is the generation that must begin all over again....remainder of article posted here.

Sunday, June 26, 2011

The Masonic Connection To Using Public Schools To Replace American Culture With Their "New Age" Religion

Why Are Freemasonry, the New Age and Mormonism So Determined To Promote Public Schools while Resisting Christian Schools, Private Academies and Home schooling?

In the September, 1950 issue of New Age magazine, that most influential and prestigious of Masonic journals, all this was summarized perfectly. (Keep in mind that the "God" spoken of in Freemasonry is "Hiram Abiff", also known as Lucifer the Light Bearer.) In the September, 1950 issue of "New Age" magazine, an influential and prestigious Masonic Journal,C. William Smith wrote in his article, "God's Plan in America", the following:

"As stated before, God's Plan in America is a nonsectarian plan. Our Constitution is nonsectarian. Our great American Public Schools . . . God's chosen schools . . . are nonsectarian. The Great Spirit behind this great nation is nonsectarian. Our great American Public Schools have never taken away from any child the freedom of will, freedom of spirit or freedom of mind. That is the divine reason that Great God our King has chosen the Great American Public Schools to pave the way for the new race, the new religion and the new civilization that is taking place in America."

Details can be found in this footnoted article by Tom McKenney

"[Lodges] have frequently become the rendezvous of innovators in religion and politics, and other disturbers of the public peace. In short, I have found that the covert of a Mason Lodge had been employed in every country for venting and propagating sentiments in religion and politics, that could not have circulated in public without exposing the author to great danger. I found, that this impunity had gradually encouraged men of licentious principles to become more bold, and to teach doctrines subversive of all our notions of morality--of all our confidence in the moral government of the universe--of all our hopes of improvement in a future state of existence--and of all satisfaction and contentment with our present life, so long as we live in a state of civil subordination. I have been able to trace these attempts, made, through a course of fifty years, under the specious pretext of enlightening the world by the torch of philosophy, and of dispelling the clouds of civil and religious superstition which keep the nations of Europe in darkness and slavery. 

I have observed these doctrines gradually diffusing and mixing with all the different systems of Free Masonry; till, at last, AN ASSOCIATION HAS BEEN FORMED for the express purpose of ROOTING OUT ALL THE RELIGIOUS ESTABLISHMENTS, AND OVERTURNING ALL THE EXISTING GOVERNMENTS..." - John Robbins, M.A.,  "Proofs Of A Conspiracy" (full text)

Tuesday, November 2, 2010

This Is What The Public School System Has Unleashed On America

The "Healthcare" industry in the US is being turned into a tool of "Democide". This Doctor, who read the Obamacare health bill, explains that he will be forced to administer treatment via a government formula, and not base treatment on his own expertise, or face a $100,000 fine on the first violation. The second violation would call for a prison sentence. If this isn't stopped, we will lose almost half our Doctors when this goes into enforcement, as early as 2013.

This is a mis-application of law in America. America is constituted on the unchanging logic of "natural law"; murder can never become legal under the US constitution and punishments are only for committed crimes. A doctor helping a sick person get well is never accepted as a possible crime in Western constitutional culture. This can only be a crime in a Socialist, or Communist, (global) culture. 

Only by subverting Western culture through the practice of stupefying its citizenry with "global indoctrination" with Marxist philosophical thinking, called "praxis", can make this proposed irrationality acceptable in western constitutional culture.

Socialist governments are constituted on "arbitrary man"; their laws can be changed by those in power; enforcements are based on expediency, logic is irrelevant, chaos helps government retain and increase power, murder can become legal and punishments are for "dissenters", not people who commit actual violence. Government imposed irrationality proliferates only if the citizens minds have been "washed of the belief they can know right from wrong" (brainwashed).
Using knee-jerk "consensus" teaches the irrational "tolerance" of the Hegelian or Marxist dialectic. This irrationality induces "chaos" into the individual life, the family and society. This replacement of rational thinking enables Socialism. Socialism requires brainwashing, the destruction of the concept of "goodness", the destruction of the family, the destruction of freedom; "peace" is redefined as "not opposing socialism", Socialism's chaos and tyranny renders life unlivable.

Please note the shameless power-grab and irrationality of this system. "Zero Tolerance" is a good example of the dishonest, irrational, power-abusing nature of Socialism. Notice the power-play, bereft of logic and honesty; its logical outworking being only mindless, cruel intimidation of a person completely  innocent of any real crime. Logic begs the question; would a true perpetrator, with a plethora of available devises,  ever select a "butter knife" as a weapon of choice? You will see this same pattern of "shameless power-grab combined with irrationality" in all socialist ideology (gay education for children-same pattern); that is how you can recognize it, point it out to others, and let those who succumb to this deception know that this is "subversion" and not American.

Wednesday, October 27, 2010

Credentialing Renders A Person "Indoctrinated", Not "Educated"; A Demonstration

Sadly, I recently learned about the deceptive practice of "astroturf", whereby someone with money hires protesters then calls the news to do a story to "look at the outrage" when, in fact, it is planned deceit. Can our "credentialed" friend discern "grassroots" from "astroturf"?; let's find out:

Why did this teacher say the audience's standing to pledge-in-unison was "presumably planned"? Below is a video of a fake protest Andrew Breitbart exposed as being "staged" by "Organizing for America".  Unbelievable; I would have never suspected Americans of this "astroturf" deception if it were not for these "useful idiots" getting  busted on video.  Maybe this is why this teacher presumed the outburst of patriotism was fake.

Wait a minute... wasn't our friendly teacher a member of "Organizing for America"? HMMM...

She did say she teaches "German". Ah yes, Germany; the birthplace of "Political Correctness", "The Will To Power", "The Nazis", and "The Frankfurt School". And don't forget Marxism's "Communist Manifesto" which was the precursor to John Dewey's "Humanist Manifesto" that formed and still guides US public schooling to this day.

Funny, if you look at the first 100 words of the "Declaration of Independence" and compare it to the first affirmation of Dewey's manifesto, if one knows Dewey's history, they can immediately identify him as a traitor of the worse kind. He and his friends wrote books and essays about Dewey's plan and tactics of using our country's school system to undermine US sovereignty, freedom and our patriarchal (hence the term "patriotic") culture.

Maybe in preparation for Dewey-and-friend's decision to usher OUR children out of our respectable, Truth-based culture, and over to the deceptive, immoral, PC Weirdness of Global citizenry, Kathy Tate-Bradish should learn a little "Russian" too, starting with the communists' meaning of their phrase "useful idiot". Aesopian language is so "multi-cultural".

Friday, October 22, 2010

The Hand That Rocks The Cradle

AGENDA: Grinding America Down (Trailer) from Copybook Heading Productions LLC on Vimeo.

“America is like a healthy body and its resistance is threefold: its patriotism (patriarchy), its morality and its spiritual life. If we can undermine these three areas, America will collapse from within.” -Joseph Stalin

The late comrade Andropov, the former head of the Soviet KGB, called this war of Communist aggression, "the final struggle for the MINDS and hearts of the people."  Interesting comment, since Jesus pointed out that the greatest commandment was that the Heart and Mind belongs to God.

Though communist Russia fell, communism didn't end; it's aggressors spilled onto American soil, escalating the spread of it's aggression using our institutions to rot our society from within. To find out how to recognize and help stop this spread, Dean Gotcher's site has a team of researches that provide information in different areas of "social engineering" that are very interesting and eyeopening.

Dean Gotcher, the son of a school teacher, while working on his own teacher's credential noticed his faith waning and began looking deeper into what he was being taught at teachers' college.  He discovered that the work of respected names in the teaching profession, such as Freud, Maslow, Bloom, Rogers, Marcuse, Horkheimer, Russell, Fromm and especially John Dewey, were used by, or were part of, a thinktank called "The Frankfurt School".

The Frankfurt School was created in 1923 to effect a Marxist cultural revolution.   “When Hitler came to power, the Institut was closed and its members fled to the United States and migrated to major US universities - Columbia, Princeton, Brandeis, and California at Berkeley.”   Proposing a solution to ‘organise the intellectuals and use them, member Willi Munzenberg said, "We will make the West so corrupt that it stinks’.” Only then, after they have corrupted all its values and made life impossible, can we impose the dictatorship of the proletariat’”

“To further the advance of their ‘quiet’ cultural revolution - but giving us no ideas about their plans for the future - the School recommended (among other things):

“1. The creation of racism offences.
2. Continual change to create confusion.
3. The teaching of sex and homosexuality to children.
4. The undermining of schools’ and teachers’ authority.
5. Huge immigration to destroy identity.
6. The promotion of excessive drinking.
7. Emptying of churches.
8. An unreliable legal system with bias against victims of crime.
9. Dependency on the state or state benefits.
10. Control and dumbing down of media.
11. Encouraging the breakdown of the family.”

Because the Marxist dialectic (diaprax - dialogue plus praxis) is such a prolific tool of corruption, Gotcher's research, "Diaprax Exposed", is extremely helpful in recognizing and exposing indoctrination through this practice.
 Being aware of such movements help us to make sense of the rapid degeneration of the West, and lets us know that our freedom and culture is under serious attack. 

Sunday, September 12, 2010

Did You Know This About Harvey Milk?

I didn't find out Jim Jones was not a Christian till around 2005. I just found out that he was not only a Communist, but one witness who worked with him testified, in this youtube clip, that he had the mass suicide planned before he ever went to Guyana. Note the name of his organization was the Aesopian wording of  "The People's Temple" (simililar to the deceptive communist label of "The People's Repulic"), which should have raised my suspicion long ago if I was paying proper attention. Well, I know now.

Can you imagine the look on the face of any public school teacher who might have a child dig this up and present this before their elementary school class in honor of "Harvey Milk Day".

Tuesday, August 17, 2010

Indoctrination Of Children And Teachers In The "School" System Makes Subversion By Globalists Possible


"The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country." 
- Propagandist, Edward Bernays 1928

Wednesday, August 4, 2010

Beware The International Baccalaureate Curriculum

This radio program  (Scroll to the Aug 4, 2010 show), discusses the blatant subversion of US sovereignty and culture through the International Baccalaureate Program. One caller expresses their dismay that nearly all high school and college age people he discusses these topics with have unknowingly embraced communism. I have the same issues with teachers unknowingly indoctrinating children with communism and all paid for by tax dollars and now in hundreds of US schools that comes through UNESCO or The United Nations into US classrooms.  For more info on the dangers of UNESCO, watch the "Charlotte Iserbyt - Deliberate Dumbing Down" video in an older post below.

Social Engineering for Global Change
By Carl Teichrib - 2004

"Fifty years is ample time in which to change a world and its people almost beyond recognition. All that is required for the task are a sound knowledge of social engineering, a clear sight of the intended goal - and power." -- Arthur C. Clarke, Childhood's End. (1)  

"A world society cannot be haphazard. Since there are no precedents, its cannot be traditional at this stage in its development. It can only be deliberative and experimental, planned and built up with particular objectives and with the aid of all available knowledge concerning the principles of social organization. Social engineering is a new science." -- Scott Nearing, United World (2)

Without question, one of the greatest tools for social engineering is in the realm of public education. This is not a blanket statement downplaying the role of education per se, but a judgment call recognizing the tremendous influence that the educational system can play in creating "social change."  

Consider this statement from Naresh Singh, a program director at the International Institute for Sustainable Development,
"Education has been advanced as significant in bringing about changes in attitudes, behaviour, beliefs and values...In order to redirect behaviour and values towards institutional change for sustainable development there is a need to investigate strategic options in relation to educational philosophies, scope for propagation and adoption, and groups most likely to be susceptible to change." (3)
All of this points to a radical shift now taking place - a shift which emphasizes "global thinking" and "planetary norms." According to the IISD literature, "the task of education for the immediate future is to assist in activating an ethic of planetary sensitivity...We must pass from a human-centred to an earth-centred sense of reality and value." (4)

This "global-shift role" for general education is a foundational platform for UNESCO, the United Nations Educational, Scientific and Cultural Organisation. The first Director General of UNESCO, Julian Huxley, clearly laid out UNESCO's educational scope,  
"In general, Unesco must constantly be testing its policies against the touchstone of evolutionary progress. A central conflict of our times is that between nationalism and internationalism, between the concept of many national sovereignties and one world sovereignty...  

"The moral of Unesco is clear. The task laid upon it of promoting peace and security can never be wholly realised through the means assigned to it - education, science and culture. It must envisage some form of world political unity, whether through a single world government or otherwise...However, world political unity is, unfortunately, a remote ideal, and in any case does not fall within the field of Unesco's competence. This does not mean that Unesco cannot do a great deal towards promoting peace and security. Specifically, in its educational programme it can stress the ultimate need for world political unity and familiarise all peoples with the implications of the transfer of full sovereignty from separate nations to a world organization."
 ...(more - This is a very good article on how the different UN programs fit together.)

Saturday, July 31, 2010

NEA: Let's celebrate communism!

Teachers' union promotes Mao's launch of 'People's Republic'

By Michael Carl © 2010 WorldNetDaily

Editor's note: After this report appeared, the reference to the founding of Chairman Mao's "People's Republic" was removed from the NEA website.

The National Education Association is suggesting its teachers and NEA-connected schools celebrate China on the anniversary of the repressivecommunist regime's violent founding.
The NEA's website has a page called Diversity Events and lists Oct. 1 as the day to celebrate Chairman Mao's successful revolution.

University of North Carolina–Wilmington criminal-justice professor Mike Adams says the NEA's position is borne out of intellectual arrogance.

"Well, the next thing you know they'll be celebrating the birth of Nazi Germany, but certainly that would be anticlimactic, because communist China has killed more people than Nazi Germany," Adams said.

"I think the only one way to describe the arrogant hubris of these pseudo-intellectuals is that they're 'holier than thou,'" Adams said.

The author of "Welcome to the Ivory Tower of Babel" says the Oct. 1 entry on the NEA's website calendar reveals the NEA isn't really interested in true diversity.

"I think this really shows they're not dedicated to the principle of diversity. You know the diversity scheme has always been an example of cultural Marxism," Adams observed.

Worldview Weekend President Brannon Howse says the NEA is also advocating multiculturalism.

"Today we call it political correctness, but the real term is cultural Marxism. It's also multiculturalism, which is a denigration of the foundational Western worldview," Howse explained.

Adams believes the NEA's willing advocacy of cultural Marxism means it is anti-Western.
"It just shows they're contrarians and they'll celebrate anything that is contrary to our Judeo-Christian principles and our capitalistic society. It's just another example of identity politics," Adams stated.

Howse agreed with Adams on the basic point. He says he's not surprised that the NEA would celebrate communism.

"I'm appalled but not shocked because of the National Education Association's long love affair with communism," Howse said.

"Most Americans are going to be shocked but this helps us understand who the National Education Association really is. The NEA is a group of radicals who are opposed to parental authority, opposed to accountability, and they're not for traditional education," Howse added. ...(more)

When communists "liberate" a society "for the people" it doesn't mean what an average Westerner might think. Consider this testimony by former Communist and KGB defector, Yuri Bezmenov, (aka Thomas Schuman), in his essay "Love Letter To America" as he describes communist "liberation":
Bezmenov writes: "I know what I am talking about, because I was on the side of the aggressor before I decided to take YOUR side. I do not believe-- I KNOW that in this war no one is being "liberated, decolonised or made equal," as Soviet doctrine proclaims. You may notice, if you give yourselves the trouble to observe, that the only "equality" and "liberation" this war produces is the equality of death and the "liberation" from freedom. Look at Russia, Poland, Hungary, Afghanistan-- would you say the people of those countries celebrated and rejoiced when the Soviets brought them equality and liberation? Of course not. We must take a clear and honest look at what Soviet "liberation" actually means.

This war of Communist World Aggression is not fought against some mythological "capitalists" as Communist propaganda claims. No, my dear friends, this war is fought against YOU-- personally.
Communist wars of world aggression are not fought for liberty and equality. We have thousands of unequivocal examples of the horrendous human suffering, torture and mass death that occur after a Soviet "liberation." The final stage of Communist aggression-- military confrontation-- has very little to do with rivalry for territorial or geopolitical gains in order to free and liberate. Communist world aggression is a total war against humanity and human civilization. In Communist propaganda terms, this is "the final struggle for the victory of Communism."
The driving force of this war has very little to do with natural aspirations of people for better lives and greater freedoms. If at all, these aspirations are being used and taken advantage of by the manipulators and progenitors of the war. The real driving force of this war of aggression is IDEOLOGY-- something you cannot eat, wear or store for a "rainy day." An integral part of this war of ideology is IDEOLOGICAL SUBVERSION-- the process of changing the perception of reality in the minds of millions of peoples all over the world. The late comrade Andropov, the former head of the Soviet KGB, called this war of Communist aggression, "the final struggle for the MINDS and hearts of the people.""

I also have another website titled "Change" with works from Bezmenov and other writers dedicated to exposing how communist ideological warfare is going on today through our educational system and other US institutions.

Friday, July 9, 2010

Change Agent's Techniques in Mind Control

Bertrand Russell spills the beans on Mind Control
by Jeffrey Steinberg

The $9 billion a year video-game industry in America, which contributed mightily to the carnage at Littleton, Paducah, and Jonesboro, is far more than the mere commercial exploitation of techniques and technologies developed as ``legitimate'' training instruments for the military and law enforcement agencies. To understand the roots of this new form of ``Manchurian Candidate'' programmed terrorism, it is necessary to go back to World War II and the immediate postwar period, when there was a concerted effort launched, by the Frankfurt School and the London Tavistock Institute, to use the Marxist/Freudian perversion of psychology and other social sciences, as instruments for mass social control and brainwashing. The two pillars of the assault on the American intellectual tradition were cybernetics and the drug counterculture.

At that time, a number of prominent social scientists openly spelled out their goal, of using the wartime-tested techniques of mass psychological manipulation, to pervert and control the American people. And in most instances, their emphasis was on children, and the need to destroy the fabric of family life.

Lord Bertrand Russell, who joined with the Frankfurt School in this effort at mass social engineering, spilled the beans, in his 1951 book, The Impact of Science on Society. He wrote:

"Physiology and psychology afford fields for scientific technique which still await development. Two great men, Pavlov and Freud, have laid the foundation. I do not accept the view that they are in any essential conflict, but what structure will be built on their foundations is still in doubt. I think the subject which will be of most importance politically is mass psychology.... Its importance has been enormously increased by the growth of modern methods of propaganda. Of these the most influential is what is called "education." Religion plays a part, though a diminishing one; the press, the cinema, and the radio play an increasing part.... It may be hoped that in time anybody will be able to persuade anybody of anything if he can catch the patient young and is provided by the State with money and equipment.''

Russell continued, ``The subject will make great strides when it is taken up by scientists under a scientific dictatorship....The social psychologists of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. ...(more)

If you are interested in more information on "social engineering", "The Frankfurt School", "Brainwashing" or "Marxism", I focus on these topics in my Youth Ministry USA website.

Monday, March 8, 2010

Are Public Schools Harming Our Children?

If you doubt what Mr. Blumenfeld is stating in this video, be sure to watch his other videos posted online; this video is merely his conclusionary statements. Also, google the "Frankfurt School" and the "Fabian Society" and do some research into the blatant statements by known social engineers such as Benjamin Bloom, John Dewey, and the various "Fabian Society" members. You will find more than a handful of educational founders and leaders, some whose names you are already familiar, who admittedly hate Western culture's concepts of "goodness", "family", and individual rights. They want to replace our Western constitution & freedom with Socialism which not only requires the destruction of family and property rights, Socialism requires brainwashing; the removal of the individuals ability to discern right from wrong resulting in the eradication of the concept of "goodness" from culture. To do this, they have designed, and continue to use, the public school system for the destruction of Western culture by using "free education" as a "lure" to dumb-down and corrupt a trusting citizenry.

The original Samuel Blumenfeld playlist I had posted here titled "Is Public School Harming Your Children", has been taken down from the internet.