Hello Everyone,
Here is another outstanding article by Berit Kjos. I don’t know how I missed when it was first published this last October.
I firmly agree and believe that there are many that would “re-educate” our children and even us adults if they can. And they have had some success no doubt. They did it whole scale in Communist Russia and China, and there is reason to believe the same type would do it here as much as possible. Just look at some of the top political leaders presently in this nation, and see what they say and believe.
Only God Almighty can give us back what we have lost.
Godspeed,
Gill Rapoza
Veritas Vos Liberabit
The Ominous “Success” of Re-Education
By Berit Kjos
October 5, 2009
“The purpose of education and the schools is to change the thoughts, feelings and actions of students.”[1]
“As the home and church decline in influence... schools must begin to provide adequately for the emotional and moral development of children. ...The school... must assume a direct responsibility for the attitudes and values of child development. The child advocate, psychologist, social technician, and medical technician should all reach aggressively into the community, send workers out to children’s homes....”[2] “Joint Commission on Mental Health of Children”
“A proposal for new social studies curriculum in Texas public schools removes a mention of Christmas in a sixth-grade lesson, replacing it with a Hindu religious festival....”[3] Houston Chronicle
“...the breakdown of traditional families, far from being a ‘crisis,’ is actually a. ... triumph for human rights against ‘patriarchy.’”[4] UN Population Fund leader
The traditional Christian family has been a continual obstacle to the globalist vision of solidarity. And for over sixty years, the United Nations and its mental health gurus have fought hard to eradicate those old “poisonous certainties” that stood in their way. They seem to be gaining ground!
Since Hitler outlawed homeschooling about 70 years ago, German parents have faced the harshest battles. Now other nations are catching up. Notice the government attitudes in the following examples:
“A critical hearing is scheduled in Germany in that nation’s war against homeschoolers to determine whether a family can continue to control the education of its high-performing son, 14.... ‘One of the fundamental rights of parents is the right to educate their children according to the dictates of their own religious beliefs.’”[5]
That “fundamental right” is fast being replaced by government-defined “community” or “collective rights.” The fact that those homeschooled children have “extraordinary academic abilities” and are “socially competent” doesn’t matter. Today’s rising global system doesn’t want “competent” Christian leaders. Not in Sweden, not in America—not anywhere!
“A North Carolina judge has ordered three children to attend public schools this fall because the homeschooling their mother has provided over the last four years needs to be ‘challenged.’ The children, however, have tested above their grade levels – by as much as two years.... The judge... explained his goal ...to make sure they have a ‘more well-rounded education.’ ...the judge also said public school would ‘prepare these kids for the real world and college’ and allow them ‘socialization.’”[6]
Such socialization tactics “worked well” in the Soviet Union. Based on the Marxist/Hegelian dialectic process, they include collective thinking, manipulative peer pressure, denial of absolutes, shameless “tolerance” for immorality, and irrational intolerance for contrary views.
The results can be disastrous. Students trained to scorn God’s guidelines and conform to the crowd are anything but free. Most are soon driven by evolving new notions that undermine all truth and certainty. Loosed from moral constraints, many are bound by their own lusts, obsessions, and (ultimately) despair.
A Model School for Future Leaders
Bill Clinton’s “Governor’s School”—one of many across America during the eighties—demonstrates the tragic results. For six weeks each summer, it isolated selected Arkansas high school students from the outside world and immersed them in liberal ideology, sensual literature, group dialogue, and mystical thrills—both real and imagined.[7]
“Students do me a favor,” urged author Ellen Gilchrist, a guest speaker at the school. “Totally ignore your parents. Listen to them, but then forget them. Because you need to start using your own stuff, your real stuff that you have.”[8]
Her aim was to free students from “obsolete” family values, not promote personal independence. They must reject the old ways and become “open-minded”—ready to accept the unthinkable practices that would bombard their minds. (See Paradigm Shift)
By the time they left the Governor’s School, their utopian dreams seemed more real than the actual world. Like the planned results of Soviet brainwashing, they had been weaned from truth, facts and reality. With seared consciences, new ideals, and volatile emotions, they would now face the old world they had left behind only six weeks earlier.
The Marxist change agents behind this transformation are too numerous to list, but behavioral psychologist Kurt Lewin gives us a simple formula. Linked to infamous psychological research institutes in London (Tavistock) and Germany (Frankfurt Institute), Lewin moved to America when Hitler began his reign. His influence spread through MIT and other universities, then paved the way for “sensitivity training” and the formation of National Training Laboratories that would prepare transformational tactics and textbooks for public schools.
Lewin outlined his program with a 3-step formula:
· Unfreezing minds: Questioning the old ways through facilitated dialogue, peer pressure, and group “experience”—real or imagined.
· Moving the students to the new level: Using cognitive dissonance (mental, moral and emotional confusion), peer pressure, and manipulated consensus to loyalties from the old ways and to the new.
· Freezing group minds on the new level: The new views become the norm. They feel good! The old views become offensive as well as wrong![9]
For the students, the transition back to reality—to home, family and normal life—was painful. For some it was lethal. “When I came back home, I sort of wrote a suicide note to myself,” confessed LeAndrew Crawford. “Not actually wanting to kill myself, but wanting to kill the reality of what society had been teaching me for so long.... I was totally down, because my family just didn’t feel like my family.... I didn’t want to be back.”[7]
Brandon Hawk did kill himself within a year. Hearing about his death, other concerned parents contacted Brandon’s parents.
“They see the same thing in their kids that we saw in Brandon,” the father explained.... They just sort of walk off and leave the family.”[7]
But Brandon wasn’t the only one who chose death rather than life. After the third suicide, the Joint Interim Education Committee of the Arkansas legislature held hearings that exposed some of the problems. Perhaps the most revealing testimony came from Brandon’s mother, who read from her son’s log. In his first entry, he wrote,
“‘Moms are the best people around, and my mom is the best mom on earth.’ But three weeks later, he wrote: ‘My mom is so closed minded I feel like we will have a standoff soon over issues.’ And his final entry stated: ‘After I came back from the [three-day, July 4] break, my friends and I could tell that we had suddenly been transformed into free thinkers.’”[7]
Another mother testified that, “My son came back from Governor’s School and his favorite line was ‘There are no absolutes; there are no absolutes.”[7]
It didn’t take long to change the students’ minds and hearts, did it? Yet few teachers or parents are aware of this subversive agenda.
Back in 1982, Professor Benjamin Bloom, an internationally known behaviorist, defined “good teaching” as “challenging the students’ fixed beliefs and getting them to discuss issues.”[10] (Sounds like Kurt Lewin, doesn’t it?) He added,
“The evidence collected thus far suggests that a single hour of classroom activity under certain conditions may bring about a major reorganization in cognitive as well as affective (attitudes, values and beliefs) behaviors.”[11]
The most revealing evidence that this scheme really “works” comes from those who participated in the Clinton’s Governor’s School. In light of today’s rapid changes, it makes sense to remember their testimonies as recorded in the documentary video titled “The Guiding Hand”:
1. Isolate Students From Traditional Family Values
“For the six weeks ... they are not allowed to go home except for July the Fourth. They are discouraged from calling home.... They can receive mail but they are encouraged to have as little contact with the outside world as possible.” (Shelvie Cole, Brandon’s mother)
“I felt that I needed not to talk about it. I don’t know why. Maybe because we were supposed to stay here and the fact that we couldn’t leave.... No one... who had gone before would talk to me about it.” (Kelli Wood, former student)[7]
The “effectiveness” of such mandatory separation may help explain why (1) educational change agents want to put 3-year-olds in pre-school programs and (2) why “Obama says American kids spend too little time in school.”[12]
2. Reinforce New Liberal, Anti-Christian Values
“We watched movies like Harvey Milk. We learned about gay life—those things that your parents say, ‘This is wrong... You shouldn’t see this type of thing because, hey, that’s just not right...’" (LeAndrew Crawford, former student)
“[The instructors] tear down their authority figure system and... help establish another one.... They convince the students that ‘You are the elite. The reason why you’re not going to be understood when you go home—not by your parents, your friends, your pastor or anybody—is because you have been treated to thought that they can’t handle.’ ...[This] intellectual and cultural elitism gives them the right... to say, ‘We know better than you.’” (Mark Lowery, former director for Governor's School publicity)
3. Emphasize Feeling-Centered (Affective, Not Cognitive) Teaching:
“Rather than learning what 2 and 2 equals, they would be asked what they feel about 2+2. Right now we have a move going on in our Arkansas schools called restructuring, where they are trying to get away from more objective, substantive learning into this subjective area of feelings.” (Mark Lowery)
“You would think that there would be some academic challenges... getting ready for college... The main textbook that I remember from there is a book called Zen and the Art of Motorcycle Maintenance and the book is totally Hindu religion defined.” (Steve Roberts, former student)
4. Shape A Personal, All-Inclusive Spirituality:
“A lot of places. . . even Christian camps, you get that stress about ‘What am I doing wrong?’ . . .There it was like, hey, I can talk to God! Me and God are one, the world is one... Jump up and down, you know, just twirl around.”
“It was kind of like that Baha’i idea. How you have Islam, Baha’i, Muslim, Christianity... They’re all different kinds of trees, but underneath, its root system grows together [and] is the same god.” (Steven Allen, student)
5. Instill The Target Beliefs—A ‘New’ Social And Political Agenda:
The next quote fits Bill Clinton’s experience. He was selected as a potential future leader—a Rhodes Scholar—worthy of the required indoctrination:
“I think the whole intent of the Governor’s School in taking 350 - 400 students per summer, is to pick out the four, five or six students that could be political leaders and then to mold their minds in this more liberal and humanistic thinking.... [T]o be considered intellectual... you have to be a liberal thinker....” (Mark Lowery, former director)
“They’re bringing a political agenda in the guise of academic excellence.... It was something that was well orchestrated, well organized, it was mind-bending and manipulative.” (Steve Roberts)
“Prominent themes promoted by this school include radical homosexuality, socialism, pacifism and a consistent hostility toward Western civilization and culture, especially [America’s] Biblical foundations.” (Jeoffrey Botkin)
6. Build Allegiance To The New Community:
“You could dress just about any way you want. We had almost naked people. It was real liberal... an awful lot of cursing.” (Mike Oonk, former student)
“The students... say, ‘This is the perfect place. I never want to go home.’ I caught myself saying that several times.” (Mike Oonk)[7]
Indoctrinating students with diverse beliefs, socialist values, utopian dreams, and idealized love leads to deception, disillusionment, corruption and chaos. But that fits the battle plan for global transformation just fine. Today’s change agents need chaos and crisis to justify their oppressive action. Not only does it unravel the old social order, it gives an illusion of newfound freedom—from family values as well moral restrains.[13]
“It would be impossible for me to describe to you just how exciting and unusual this educational adventure is,” said Bill Clinton.[7]
It wasn’t exciting for re-programmed students who returned home. But that problem may soon be resolved. Through “service-learning” and other long-term re-learning projects, today’s students can stay rooted in the new environment—even if they sleep at home.
This is where we are headed, dear friends! During this last year, three students at a top-rated high school in California committed suicide—one of the many consequences of today’s emotional confusion. One evening, as desperate parents met with school officials to seek solutions, a fourth student attempted suicide at the nearest railroad crossing. He was pulled off the track seconds before the train thundered down the track.[14]
Standing firm in this social and spiritual war
The school offered no real solutions. But our God does! Please take these guidelines to heart:
· Pray! For, as Jesus said, “...apart from Me you can do nothing.” (John 15:5)
· Prepare yourself. “Be strong in the Lord and in the power of His might. Put on the whole Armor of God....” Eph. 6:10-11
· Equip your children to discern evil and resist compromise. “Do not be deceived....” 1 Cor. 15:33
· Trust God, not yourself. “O our God... we have no power against this great multitude that is coming against us; nor do we know what to do, but our eyes are upon You.” 2 Chron. 20:12
· Inform and warn all who will listen. “I now send you, to open their eyes, in order to turn them from darkness to light...” Acts 26:17-18
“Thanks be to God, who gives us the victory through our Lord Jesus Christ. Therefore, my beloved brethren, be steadfast, immovable, always abounding in the work of the Lord...” 1 Cor. 15:57
Endnotes:
1. Benjamin Bloom, All Our Children Learning, (New York: McGraw Hill, 1981), p.180.
2. “Joint Commission on Mental Health of Children.” The unabridged report is no longer available, but the 1969 report is summarized at Education Resources Information Center (eric.ed.gov).
3. “Curriculum plan would remove mention of Christmas.” Since the link to this original article is now obsolete, you can find the information here: http://article.wn.com/view/2009/09/11/Curriculum_plan_would_remove_mention_of_Christmas/
4. Matthew Cullinan Hoffman, “United Nations Population Fund leader says family breakdown is a triumph for Human Rights,” February 3, 2009 (LifeSiteNews.com)
5. “State could take custody of teen homeschooler” [Germany] at www.wnd.com/index.php?fa=PAGE.printable&pageId=108123
6. “Homeschoolers ordered into public classrooms” at http://worldnetdaily.com/index.php?fa=PAGE.printable&pageId=91397
9. Kurt Lewin, “Group Decision and Social Change” at www.crossroad.to/Quotes/brainwashing/kurt-lewin-change.htm
10. David Krathwohl, Benjamin Bloom, Bertram Massia, Taxonomy of Educational Objectives, The Classification of Educational Goals, Affective Goals( McKay Publishers, 1956), p. 55.
11. Ibid., p. 88.
12. “Obama would curtail summer vacation” at http://news.yahoo.com/s/ap/20090927/ap_on_re_us/us_more_school
14. “3rd Caltrain Teen Suicide Spurs Action” at http://cbs5.com/local/caltrain.teenager.suicide.2.1141695.html
Gill Rapoza
Veritas Vos Liberabit
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