“American social engineers have systematically gone about destroying the intellect of millions of American children for the purpose of leading the American people into a socialist world government controlled by behavioral and social scientists. 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. 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.” (See Milgram’s Test, Classic Ashe)
“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). The only way to restore educational freedom, and put education back into the hands of parents where it belongs, is to get the federal government, with its coercive policies, out of education. Brain-washing by our schools and universities is what is bankrupting our nation and our children’s minds. 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.
This book is simply a history book about another kind of war:
- one fought using psychological methods;
- a one-hundred-year war;
- a different, more deadly war than any in which our country has ever been involved;
- a war about which the average American hasn’t the foggiest idea.
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:
- Hegelian Dialectic (common ground, consensus and compromise)
- Gradualism (two steps forward; one step backward)
- Semantic deception (redefining terms to get agreement without understanding).
The Hegelian Dialectic is a process formulated by the German philosopher Georg Preface Synthesis (consensus) Thesis Antithesis Wilhelm Friedrich Hegel (1770–1831) and used by Karl Marx in codifying revolutionary Communism as dialectical materialism. This process can be illustrated as: The “Thesis” represents either an established practice or point of view which is pitted against the “Antithesis”—usually a crisis of opposition fabricated or created by change agents—causing the “Thesis” to compromise itself, incorporating some part of the “Antithesis” to produce the “Synthesis”—sometimes called consensus. This is the primary tool in the bag of tricks used by change agents who are trained to direct this process all over the country; much like the in-service training I received. A good example of this concept was voiced by T.H. Bell when he was U.S. Secretary of Education: “[We] need to create a crisis to get consensus in order to bring about change.” (The reader might be reminded that it was under T.H. Bell’s direction that the U.S. Department of Education implemented the changes “suggested” by A Nation at Risk—the alarm that was sounded in the early 1980s to announce the “crisis” in education.) Since we have been, as a nation, so relentlessly exposed to this Hegelian dialectical process (which is essential to the smooth operation of the “system”) under the guise of “reaching consensus” in our involvement in parent-teacher organizations, on school boards, in legislatures.
This war has, in fact, become the war to end all wars. If citizens on this planet can be brainwashed or robotized, using dumbed-down Pavlovian/Skinnerian education, to accept Preface xviii xix what those in control want, there will be no more wars. If there are no rights or wrongs, there will be no one wanting to “right” a “wrong.” Robots have no conscience. The only permissible conscience will be the United Nations or a global conscience. Whether an action is good or bad will be decided by a “Global Government’s Global Conscience,” as recommended by Dr. Brock Chisholm, executive secretary of the World Health Organization, Interim Commission, in 1947—and later in 1996 by current United States Secretary of State Madeline Albright.
“But, no one has died in this war.” Is that the only criteria we have with which to measure whether war is war? Didn’t Aristotle say it well when he said, “Educated men are as much superior to uneducated men as the living are to the dead”? To withhold the tools of education can kill a person’s spirit just as surely as a bullet his body. The tragedy is that many Americans have died in other wars to protect the freedoms being taken away in this one. This war which produces the death of intellect and freedom is not waged by a foreign enemy but by the silent enemy in the ivory towers, in our own government, and in tax-exempt foundations—the enemy whose every move I have tried to document in this book, usually in his/her/its own words.
The internationalist change agents must abolish local control (the “Thesis”) in order to restructure our schools from academics to global workforce training (the “Synthesis”). Funding of education with the property tax allows local control, but it also enables the change agents and teachers’ unions to create higher and higher school budgets paid for with higher taxes, thus infuriating homeowners. Eventually, property owners accept the change agents’ radical proposal (the “Anti- thesis”) to reduce their property taxes by transferring education funding from the local property tax to the state income tax. Thus, the change agents accomplish their ultimate goal; the transfer of funding of education from the local level to the state level. When this transfer occurs it increases state/federal control and funding, leading to the federal/internationalist goal of implementing global workforce training through the schools (the “Synthesis”).
Regarding the power of “gradualism,” remember the story of the frog and how he didn’t save himself because he didn’t realize what was happening to him? He was thrown into cold water which, in turn, was gradually heated up until finally it reached the boiling point and he was dead. This is how “gradualism” works through a series of “created crises” which utilize Hegel’s dialectical process, leading us to more radical change than we would ever otherwise accept. In the instance of “semantic deception”—do you remember your kindly principal telling you that the new decision-making program would help your child make better decisions? What good parent wouldn’t want his or her child to learn how to make “good” decisions? Did you know that the decision-making program is the same controversial values clarification program recently rejected by your school board and against which you may have given repeated testimony? As I’ve said before, the wagers of this intellectual social war have employed very effective weapons to implement their changes. If citizens on this planet can be brainwashed or robotized, using dumbed-down Pavlovian/Skinnerian education, to accept Preface xviii xix what those in control want, there will be no more wars. If there are no rights or wrongs, there will be no one wanting to “right” a “wrong.”
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 (God’s law)
- 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-towork/OBE process, aptly named “limited learning for lifelong labor,” coordinated through United Nations Educational, Scientific, and Cultural Organization.”
Comment: Now it all becomes clear. The ‘New World Order’ concepts adopted by the UN is being used by those interested in ‘change’. Laws are being passed in the UN that dictate our structure. Our government is in on this plan! Democracy in the west has become a fraud, involved in ‘constructive chaos’ to distract attentions. We see clear signs of the UN bias in our government actions all the time, especially recently with:
- executive powers overriding the law (a sign of dictatorship and revocation of democratic rights)
- our courts ruling against hundreds of years of custom and commonly shared values (new age values)
- our Common Core Control structure thrust on us without any consultation with teachers, parents, and flagrant disregard for our values
- treaties signed with the UN that override Congress, without any request for consent, giving foreign troops the right to intervene on our own soil
- many others examples: see ‘The Great Deception’
The real question remains, why the intrigue and subterfuge? Why no bold statements of intent? Because it is treason against the people. This plan is a ‘control’ mechanism as evil in its intent as Hitler’s goal of world supremacy. Already we are hearing ‘take God out of our constitution’, even by our own President! There is no God in communist countries. Where there is no God, there is no freedom. Remember Russia, China and Germany. We are at great risk.
Fortunately we have the Muslims to complicate matters. They will never accept a ‘no god’ world culture. They too are being deceived. Cleverly we have all been turned against them, offering broad context against religious extremists. The UN will first have to deal with them. This is to be the ‘Armageddon’. Biblically this is as foretold. When the Muslims are defeated by the UN so is the Jewish Holy Temple taken. Instead of allowing the Jews to retain their ‘holy place’, the Anti-Christ then declares to the world to worship him. God and any believers will be outlawed. This ‘evil body’ is probably the UN itself and its new world order. Google ‘Lucis Trust’, ‘UN meditation room’. This is when our real problems start. It will be the Great Deception indeed when we turn on ourselves and against values held so dear. Do some research on the UN and their questionable values! (Read the post)
Remember the 1st Quadrant of Strategic Change, and the Control Cycle. If they take our values, we are slaves. Their control over our schools has taken us and our children half-way there. (Read MEganize!)
The real message here is that we need to plan and prepare for the coming inevitable turmoil. Be watchful. Strengthen your spirit, MEganize your children and pray.
Extracts from C.T. Iserbyt’s ‘Deliberate dumbing Down of America’ http://deliberatedumbingdown.com/MomsPDFs/DDDoA.sml.pdf