We encourage pastors, parents, elected representatives, teachers, school board members, and school superintendents to utilize these credible sources to understand the reality of today’s government run education system. These individuals have dedicated countless hours of research on their own personal time and dime to document the evidence. While doing so many have experienced scorn from the education establishment, character assassination, a loss of their teaching positions, and great financial expense.
This DVD set features teachers and school administrators who are already experiencing the truth: the jobs of teachers and school administrators are at risk with the agenda of the federalized education standards. Watch all the video presentations here.
The Deliberate Dumbing Down of America
by Charlotte Thomson Iserbyt (This is a Free PDF download of the book)
Charlotte Thomson Iserbyt, former Senior Policy Advisor in the U.S. Department of Education, blew the whistle in the `80s on government activities withheld from the public. Her inside knowledge will help you protect your children from controversial methods and programs such as “values clarification,” “death education,” “sex education,” etc. Learn so much more at Iserbyt’s website where you can also purchase a hardcopy of the book.
by Charlotte Thomson Iserbyt (This is a Free PDF download of the book)
1993 UPDATE The computerized, values-changing Skinnerian (outcome-based) international curriculum predicted in this book written in 1985 is former President [George H.W.] Bush’s American 2000, referred to by President Clinton as Goals 2000. The majority of outcomes on state tests (assessments) now deal with politically correct attitudes. Critical Thinking, Cooperative Learning and Individual Education Plans (No competition, dumb-down, outcome-based/Mastery Learning), testing and retesting (recycling) will assure “mastery of politically-correct values and workforce skills required for participation in the global community, economy, and government. Education will be LIFELONG. All goals, objectives, outcomes, etc., emanate from the United Nations’ agencies, especially the United Nations Educational. Scientific, and Cultural Organizations (UNESCO).
31 Days of B.F. Skinner
Because so much education reform rests upon Skinner’s methods and ideologies, it is time to tell the truth. The next 31 days this blog will be posting current and historical information about the true nature of Skinner’s “education” that has been foisted upon our nation’s children.
Video: The Miseducation of America Part 1-Full
While working for the Dept. of Ed. Iserbyt discovered a long term strategic plan by the tax exempt foundations to transform America from a nation of rugged individualists and problem solvers to a country of servile, brainwashed minions who simply regurgitate whatever they’re told. Part one of our exclusive interview with Iserbyt breaks down how conditioning/training under a corporate agenda has replaced traditional education, leading to a deliberate dumbing down of Americans. Iserbyt further explains how Reagan signed agreements merging the U.S. and Soviet systems under the United Nations banner, turning over education and many other areas of public policy to global control. This 74 minute exposé is a must see for anyone who wants to truly know why the education system is deliberately crafted to produce human drones with no critical thinking whose only skills are to be subservient, trust authority and follow orders. (1 hour, 14 minutes)
Published in 1973, this seditious guidebook on transforming our education system behind parents’ backs was used for government school teacher and school board training and is now being recommended for use in changing churches and in resisting uncompromising members.
Exerpts from The deliberate dumbing down of america
Page xix: Ronald Havelock’s change agent in-service training prepared me for what I would find in the U.S. Department of Education when I worked there from 1981—1982. The use of taxpayers hard-earned money to fund Havelock’s “Change Agent Manual” was only one out of hundreds of expensive U.S. Department of Education grants each year going everywhere, even overseas, to further the cause of internationalist “dumbing down” education (behavior modification) so necessary for the present introduction of global work force training. I was relieved of my duties after leaking an important technology grant (computer-assisted instruction proposal) to the press. 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 1400/9000~ 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,” coordinated through United Nations Educational, Scientific, and Cultural Organization.
Only when all children in public, private and home schools are robotized—and believe as one—will World Government be acceptable to citizens and able to be implemented without firing a shot. The attractive-sounding “choice” proposals will enable the globalist elite to achieve their goal: the robotization (brainwashing) of all Americans in order to gain their acceptance of lifelong education and workforce training—part of the world management system to achieve a new global feudalism.
This is an important work from 1979 where Barbara Morris exposes the role of change agents in the systematic use of education to brainwash children. You can download this book from the following link:
Human Relations in Curriculum Change
by Kenneth D. Benne and Bozidar Muntyan, 1951
From the introduction:
“All of us who have tried to induce changes in a school program know that change in the knowledge of those concerned (teachers, for example) is not enough to change their behavior. Nor are changes in “philosophy”, in value outlook, enough. Similarly, changes in skill and technique are insufficient by
themselves. Yet we are rightly convinced that changes in each of these three aspects of personality must be accomplished if teachers or principals or parents or students are to change their conduct in relation to the school programs and if such changes are to persist. Lewin and Grabbe in their “Principles of Re-education” attempt to deal with the interrelationship of these three aspects of re-education and with some of the baffling problems of thinking through “a correct sequence of steps, correct timing, and a correct combination of individual and group treatments” in the re-education process…”
This is Diffusion Strategy Guide: Early Childhood Education Program, Appalachia Educational Laboratory, Inc., Charleston, West Virginia, 1973.
It is 107 pages. [below are some references from this paper to “change agents”.
Such initiation is easier to talk about than to cause. Clark (1965),for example, warns…..
To some educators, albeit a decreasing number, the systematic discussion of strategies and dynamics for effecting planned change in schools is an uncomfortable notion. The very concept smacks of external control of the educational enterprise by a group of self-styled experts who will enlighten the uninitiated. The very language of those who have studied the change process reinforces this feeling as they discuss change agents, change mechanisms, and worst of all, target systems. (page 1)
Potential adopters should have an opportunity to view an innovation while it is operating under ordinary circumstances. Demonstration is necessary to let decision-makers examine the invention and gain confidence in its effectiveness. The criteria for evaluating such a demonstration are credibility (Is the demonstration a trustworthy example of how the innovation operates under ordinary circumstances?), convenience (Are the time and location of it convenient for the key change agents?), and evidential ????? (Does it provide a range and depth of information and experience about the innovation?).
Once these criteria have been met, the dissemination tactic and diffusion strategy is collectively complete. The key change agents in the target situation have been informed about and provided a first-hand opportunity to assess the innovation. Pages 51-52
State Change Agents
34 Superintendents (county, city, local in AEL’s region;
35 Directors of Instruction (state, county, local in
36 Professional Education Organizations (such as WVEA,
TEA, etc. In AEL’s 7 states)
37 College & University Presidents and Deans of Education (7 AEL states)
38 State Governor (7 AEL states)
39 State Government Agencies (7 AEL states) page 89
[Note: AEL is Appalachian Education Lab]
Change Agent: A person who facilitates planned change or planned innovation. The paper is intended to be a manual for the change agent. Page 95
Resource Person:( also “Resourcer”): A person who is a resource or
who is a provider of resources. The change agent is one type of resource person. Page 97
Download the full document below:
Here is a document from WV from 1977 that establishes the use of change agents in our schools:
- Since the above conditions are those primarily required for the operation of a Program Planning, Evaluation, and Budgeting System (PPBS), maximum efficiency could be derived from the college’s resources.
- Since the purpose of the CBTE program is to produce teachers who are effective in changing their students behaviors, the effects of the CBTE program must be related to the teacher’s effect on those students.
- This means that relationships must be established with the public schools that will enable the setting up of conditions to measure the effects of the teachers we prepare on their students…
.DESCRIPTORS*Change Agents; Change Strategies; Inservice
Programs; Instructional Design;*Instructional ,Innovation; *Leadership Training; Learning Modules;*Performance Based Education; Program Content;Program Development; *State Departments of Education; Workshops:
The main objectives of the workshop were: (1)development of an innovative learning system model; (2)the training of staff to become state-wide change agents toward model/implementation; and(3) the subsequent performance of instructional behaviors demonstrated by the workshop leaders.
The main thrusts of the Workshop were the development of an innovative learning system model, training the staff ‘to become statewide change agents towards its implementation and subsequently perform the instructional behaviors demonstrated by the co- leaders.
Numerous change agent guides have been developed to assist innovators’, in the adoption process.
The attitudes of individuals representing the existing system become the locus of attention for the change agent. The importance of attitudes in a person’s behavior is a major consideration. The necessity for determining individual attitudes and understanding their relationships to behavior was emphasized by Holloran (1967). He feels that “If we know something about…an individuals …attitudes…it helps to make sense and give meaning to individual behavior and, in all probability it is the best basis for prediction yet devised”.(p. 28).
PROTESTER VOICES– The 1974 Textbook Tea Party
Protester Voices is a firsthand account of the Kanawha County (the home of Charleston, West Virginia) textbook controversy from the 1974-1975 period. Karl C. Priest, now a retired public school math teacher, was a young teacher at that time and participated in a leadership role with other public school teachers on the side of the Christian and traditionalist protesters. This controversy over the content of public school textbooks at the K-12 level took the USA both by surprise and storm and was a top media story all across the nation for part of two years. Learn more about the events at Karl’s website.
Blumenfeld explains the history of the alphabetic reading system which depends on an learning phonics – how the letters SOUND when combined together …”deciphering the code.” He explains the 1930s conversion by educational elites to whole language (memorizing the picture of the word), why children can’t read when they ARE NOT taught “intensive phonics,” and why children are diagnosed with dyslexia with the whole language and look-say reading programs, and how all this has contributed to a nation of functional illiteracy.
Also videos on: Teaching Alpha-Phonics, the Difference between Look-Say and Phonics, and Whole Language Outcome Based Education (OBE) and the Solutions.
Are Public Schools Harming Your Kids? | Samuel L. Blumenfeld (Audio speech 1986)
Samuel L. Blumenfeld documents the unprecedented decline in academic quality of education that has precipitated an exodus of children from government schools. Blumenfeld examines public education from the early 1830’s to 1986
Nakonia (Niki) Hayes retired from public education in 2006 in Seattle, WA, after 28 years as a teacher, counselor, and principal. She was introduced to Saxon Mathematics on the Spokane Indian Reservation (preschool-12) in 1991-1994 as a teacher/principal.
She asks parents: Do you have trouble understanding the strange math assignments in your child’s elementary and middle school materials and don’t know how to help with those lessons? This isolates you from your child’s “training” by the school system. This should not be allowed by any parent, no matter how much smarter the educators make you think they are than you.
Her book “Saxon Math Warrior” describes how American math education has been a disaster for 50 years. John Saxon said the problem was being caused by a politically-driven leadership that promotes, finances, and writes weak and radicalized teaching materials. It made him angry that these “leaders” continued to blame teachers for the results. Read more…
Beverly K. Eakman began her career as a teacher in 1968. Her book “Walking Targets” blew the whistle on misrepresented standardized testing and inappropriate surveying of schoolchildren. She is now author of seven books covering education policy, mental-health fraud, data-trafficking, privacy and political strategy, with dozens of keynote speeches, feature articles and op-eds to her credit. Beverly Eakman on Operation Jericho Project Radio
Long-time education professional Ezola Foster discusses the problems in education. Ezola was teaching elementary school in 1965 in inner city Los Angeles when the first ESEA was passed during Johnson’s “war on poverty.” Replacing the proven reading of phonics with the unproven whole language caused illiteracy rates to soar. Video: Onslaught on Education (54 minutes)
Credentialed to Destroy: How and Why Education Became a Weapon provides the necessary information to confront what is intended to be a wholesale transformation of the US economy and our society without any of our consent.
Author and attorney Robin S. Eubanks lays out what was supposed to remain hidden until it was too late to stop the sought ‘irreversible change.’
She tells us: If Education is a means to an End, what is the Real Vision for Transformation?
- How the reading and math wars were never about how to teach
- How the new Common Core is actually not about content
- Why the logical, rational mind is the real target of education reforms
- Why higher ed had to be changed to push equity in credentials as the goal
- What’s wrong with a 21st Century Skills focus
- Why the classroom objective keeps coming back to the student’s values, attitudes, and beliefs
Finally, Credentialed to Destroy provides repeated proof of how education was seen by the Soviets as their favorite weapon against the West during the Cold War.
This book details extensive evidence from the 80s that education became an invisible and purposeful means of restructuring the West, especially the US, away from individualism and capitalism towards a more collectivist orientation in the future. A goal that guides the actual Common Core implementation and planned economic transformation described in detail in troubling quotes that lay out a global push.
This book gives everyone the information they will need going forward to appreciate what has changed in education, when, how, and for what purposes. Precisely the information necessary to actually be internationally competitive and prosperous in the 21st Century.
By Sam Blumenfeld
“Although this book was first published in 1984, everything in it is as relevant today as when it was first published. If anything, the NEA has simply moved even further to the left than it was back them. It has simply adopted all of the politically correct trends of the far left. The history behind all of this has not changed. Thus, the NEA’s influence in American education as a force of the left is still a fact that parents of children in the public schools must deal with.” — Samuel L. Blumenfeld – Preface to 2011 Edition
IT’S BACK!! NEA Trojan Horse in American Education. The 1984 book. which was the first expose of the National Education Association – the teacher’s union, is back after some 10 years being out of print. Everything that was included in the print version is now available as an ebook. Included are: All 284 pages, all footnotes (156), approx. 250 other references, and Index.
Sam points to what has transpired in America following the 2010 elections proves that people need to know what unions like SEIU and the NEA teachers union are up to. You need only look at early 2011 in Wisconsin when those unions literally took over the state Capitol in Madison for weeks.
Dr. Pesta decided to teach in a local public high school that was implementing Common Core Standards. Later he had many of those same students in his college courses. He said that those who had been taught under the CCS were definitely inferior students to those coming out of the other Wisconsin schools.
As an English professor who is concerned about students’ K-12 backgrounds, Dr. Pesta has also gone through over 100 English Language Arts Common Core textbooks. He testified that they are filled with the Exemplar texts and authors found in the Common Core Standards.
Mary Grabar, Ph.D., professor of English at Mercer University in Atlanta Georgia. Her website offers intellectual ammunition for dissidents of the anti-Western, anti-American academic regime.
St. Joseph-Ogden High School, a public school in St. Joseph, Illinois, gave its sophomore class an assignment to choose which of ten people were “worthy” of getting kidney dialysis when the hospital had only six machines. The assignment instructed the students, “four people are not going to live. You must decide from the information below which six will survive.”
The students were given the list of the ten who desperately needed kidney dialysis with identification about their occupation, age and ethnicity, and told to give each a score. The instructions stated: “Put the people in order using 1-10, 1 being the person you want to save first and 10 being the person you would save last,” with the assumption that those getting scores 7 through 10 would be marked for death.
Since when are high school students allowed to judge who may live and who must die? Is this to prepare us to accept Death Panels from Obamacare?