Video Clips Showing Subverted Youth

REGARDING GLENN BECK, THIS COLUMNIST WRITES:

"Beck's show is so good that I'm convinced if a person doesn't watch it on a regular basis, it's almost impossible for him to understand the true causes of the moral and economic collapse of the United States – or even that it is collapsing – because no one else on TV covers most of the stories he dissects in impeccable detail. His modus operandi has been to expose the bad guys through their own words by playing audio and video of them shooting off their mouths and by quoting their writings.

For quite some time now, I have believed that Beck has become so good at exposing the truth, so well-respected and so powerful that the Forces of Darkness in the White House and Congress view him as a major threat to their aspirations to eliminate the Constitution, the rule of law and individual sovereignty in the United States. (In fact, they now refer to him as "the Beck problem.")

But, as I have written in the past, the Obamafia is in a no-win situation with Beck. If its leaders ignore him, he will continue to disrobe Chairman Obama and his malevolent progressive pals through their own spoken and written words.

On the other hand, as they have already discovered, the more they try to discredit Beck, the more attention they draw to him – and the more people will learn about the details of how they plan to fundamentally transform America. Worse, their childish mudslinging is no match for Beck's 60 minutes of hard-core truth five days a week (not to mention his three-hour daily radio show)." - Robert Ringer, WND

Obama Claims Power To Create Preventative Imprisioning

How Modern Liberals Think

Government Trying to Silence Exposure Of Subversion

Socialists Coming Out Of The Closet

Public Schooling is Killing America

Links to videos, artilces, and books on details of subverters using "Useful Idiots" (the Soviets' description; not mine), through America's school system to replace the last Free country on the planet with Communist Globalism can be viewed at "The Truth About "schooling" web page.

Soviet Subversion Lecture By Yuri Bezmenov

A Summary of “Love Letter to America”

Summary of KGB Defector’s

“Love Letter to America” (full version)

Yuri Bezmenov’s 1984

All warfare is based primarily on the deception of an enemy. ..There is no art higher than to destroy your enemy without a fight—by SUBVERTING anything of value in the enemy’s country. -Sun Tzu

The cleanest way is to blackmail, pervert, bribe, lie and intimidate the LEADERS and the MEDIA, and they will destabilize & disunify their own country for us. Arm the procommunist or criminal factions and we have a coup; another "liberated" country.

Psychological warfare breaks down the opposite side's home defenses without a shot being fired, is waged by Soviet Communism throughout the communication media. -John Rees “Accuracy in Media”

Whether anyone is on payroll for the KGB or not, whether he helps to spread Communism willingly or by ignorance, whether he is punished or at large - is immaterial. What matters is the final sum of our individual actions, decisions, and compromise with our conscious. This is where every one of us is accountable to the future and God. 

-Alex Kosachov

As a war-time child, Yuri survived partly thanks to such "decadent capitalist'" (as the Soviets say) things as "Spam" meat, condensed milk and egg powder that were supplied to my country by the USA. For former KGB agent, Yuri Bezmenoz tells us these foods were a symbol of love from a friend when I was in need. “No amount of communist propaganda against America has ever been able to convince me that the United States out to "colonize and exploit."”

Defectors like Yuri, left behind relative affluence and risking death to join the "progressive workers paradise" in Russia to come to America, willing to be "exploited by capitalists" and enjoy "oppression" with Americans because they knew -- America IS A BETTER place.

Yuri entreats us; “Whether you believe it or not, YOU ARE AT WAR. And you may lose this war very soon, together with all your affluence and freedoms, unless you start defending yourselves.” He calls it “World Communist Aggression”, and tells “this war is fought against YOU-- personally.”

Yuri continues, “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 geopolitical gains in order to free and liberate. It is a total war against humanity and human civilization. In Communist propaganda terms, the former head of the Soviet KGB, called this war, "the final struggle for the MINDS and hearts of the people."

The driving force of this war has very little to do with natural aspirations of people for better lives and greater freedoms. … this war of aggression is IDEOLOGY--  conducted by IDEOLOGICAL SUBVERSION-- the process of changing the perception of reality in the minds of millions of peoples all over the world.

 Having been trained and used by the KGB for their global ideological subversion campaign, Yuri had first¬hand knowledge about the methods they use. He knew their ultimate goals, which are very far from the liberty, equality and freedom they verbally espouse. Because he had seen the tragic consequences of subversion, Yuri has given us information on how to SURVIVE in this "final struggle for minds and hearts."

United States as the last real frontier of freedom. This is it, dear Americans, your country (and mine now) will be the last to be "liberated" by Marxists, socialists, and domestic "do-gooders." If the "liberationists" succeed in bringing their "New Order" to America, chances are you and I will meet in front of a firing squad-- or worse in a "re-education" forced labor camp in the Alaskan Peoples Democratic Republic.

There are too many concrete examples of what Communist "liberation" has done in other countries to pretend Yuri is wrong when he warns the U.S. is on the brink of disaster. No matter how many problems the U.S. may have, it is nothing in comparison if the U.S. continues to agree and sympathize with communist/ socialist doctrines.

We have nothing to risk by listening to Yuri & discerning as to whether he is  a "cold war paranoiac," as U.S. media calls him, or whether my message makes sense. (See his lectures and interviews posted on Youtube.com)

YURI”S STORY: He was brought up under the shadow of comrade Stalin, however, unlike certain Western intellectuals and liberals, he did not require half a century to realize the "leaders" of the USSR are self-imposed dictators-- mass murderers, and the ideology of Marxism-Leninism is an absolutely false system -- early morning bread lines, because there was so little to eat; the frequents arrests of "enemies of the people" and the omnipresent fear of the KGB, the actual ruthless exploitation of India by Soviet neo-colonialists he witnessed first-hand.

Is it that the Indians were stupid, ignorant people, that they allow the Soviets to deceive them? On the contrary for the most part, they were innocent victims of one of the world's most sophisticated con games; “Ideological Subversion”. They have been psychologically manipulated through media, politics, etc. into believing that the Soviets are their friends who are protecting them from the "Western imperialists." This same subversion game is being played all over the world-- even in America, KGB influence in our media, politics, & education has produced a growing conviction on the part of many Americans that we are the "bad guys"—

Yuri believed in "Socialism with a human face." That faith was shattered irreparably only five years later, when he witnessed the brutal Soviet military intervention into "fraternal" Czechoslovakia in 1968.

He discovered about 75% of his employer, Novosti Press Agency's staffers were actually KGB officers; the other 25%, were "co-optees," or KGB freelance writers & informers like himself. He also discovered there was no "news" at Novosti. His main job, was the spreading of "disinformation" to foreign countries for the purposes of Soviet propaganda and subversion.

In addition to the bribery and corruption of Indian officials, blackmail and intrusion into the internal affairs of India, the Soviets went one step further in their 'brotherly assistance' to open a new department innocently titled "Research and Counter-Propaganda Group." Yuri became a deputy chief. There was neither “research” nor “counter-propaganda”. Behind locked doors they accumulated intelligence from various sources, including Indian informers and agents, regarding virtually EVERY important and politically significant citizen

Those who were “friendly” and ready to invite the Soviet expansionist policy into their own country were promoted to higher positions. Those who refused to be “flexible” and take a voluntary role in this cruel farce were thoroughly character-assassinated.

One example of how the KGB uses the information it collects was that in 1968, after the S. Vietnamese city of Hue had been captured by the Hanoi Communists, and was re-captured by the US Army and allied forces, only two days later, the CIA discovered to their horror that several thousand Vietnamese-- teachers, priests, Buddhists, businessmen, and educated citizens-- everyone who was “pro-American,” had been rounded up by the invaders and IN ONE NIGHT, taken out of the city limits and executed.

All of these people within only a few hours in a large city?”-- the Americans wondered. Long before the invasion there was an extensive network of Communist informers filing every bit of information: addresses, personal habits, political affiliations, expressed ideas, unexpressed thoughts revealed in informal and private conversations, even the names and addresses of relatives, friends, even lovers and mistresses of the future victims of “liberation”;

Yuri’s KGB supervisor coached him: “Don't bother with prostitutes; there is nothing more dangerous than disillusioned “true believers” in Communism.  Soviets have absolutely no shame in executing their own “converts.”

Yuri defected to become a freelance writer and political analyst, trying-- though not always successfully, to awaken the Western populace to the realities of life under the Soviet system and to the IDEOLOGICAL SUBVERSION that is being practiced upon them daily.

The art of duping the masses into doing things to their own disadvantage and making them believe it is "the will of people" is as ancient as mankind itself. Yuri explains the essence of subversion is best expressed in the famous Marxist slogan, (if you substitute "proletarians" for a more appropriate word): "Useful idiots of the world UNITE!” To achieve the desired effect, the subverter must first make idiots out of normal people, and DIVIDE them, before turning the people into a homogenized mass of useful and united idiots. Tanks and missiles may or may not be needed at final stage. For the time being they are simply the means of terrorizing people into inaction and submission.

500 years before Christ, the Chinese military strategist Sun Tzu formulated the principle of subversion this way:

1. Cover with ridicule all valid traditions in your opponent's country.

2. Implicate their leaders in criminal affairs and turn them over to the scorn of their populace at the right time; 

3. Disrupt the work of their government by every means; 

4. Do not shun the aid of the lowest and most despicable individuals of your enemy's country. 

5. Spread disunity and dispute among the citizens.

6. Turn the young against the old.

7. Be generous with promises & rewards to collaborators.

These same instructions are found in a document classified as secret, "Rules of Revolution," by the Communist International for "young revolutionaries".

1. Corrupt the young, get them interested in sex, take them away from religion. Make them superficial and enfeebled. 

2. Divide the people into hostile groups by constantly harping on controversial issues of no importance. 

3. Destroy people's faith in their national leaders by holding the latter up for contempt, ridicule and disgrace. 

4. Always preach democracy, but seize power as fast and as ruthlessly as possible.

5. By encouraging government extravagances, destroy its credit, produce years of inflation with rising prices and general discontent.

6. Incite unnecessary strikes in vital industries, encourage civil disorders and foster a lenient and soft attitude on the part of the government towards such disorders. 

7. Cause breakdown of the old moral virtues: honesty, sobriety, self-restraint, faith in the pledged word.

I can not vouch for authenticity of this document, which, according to American conservative media was captured by the Allied forces alter WW II in defeated Germany, in Dusseldorf. But I can assure you, that these “rules” are almost a literal interpretation of Marxism’s “theories and practices” which I learned from my KGB superiors and colleagues within the 'Novosti' Press Agency.

Yuri outlined for us the movement of a target nation from the state of “open society” where one can work, have private property, criticize it without fear of being declared an “enemy of people.” It is a society, based on free individual initiative and the free market system, to a “closed” one.

All you have to do to “screw up” the status quo of a free nation, is to borrow ONE false idea from the ideology of a communist or totalitarian government. For example, the idea of “egalitarianism.” “People born equal therefore must be equal.” Sounds great. But look at yourselves. Were you born equal? Some of you weighed 7 pounds at birth, others 6 or 5... Are you NOW equal? In any way? Physically, mentally, emotionally, racially, spiritually? Now, let's figure out what will happen if we LEGISLATE EQUALITY, and make the concept of “equality” a cornerstone and pillar of socio-economical and political system. You don't have to be a great economist or sociologist to foresee that some of the people who are “less equal” would demand as much as those who are “more equal” BY LAW!

 There will be some who get more for GIVING less and take advantage of those, who are even “less equal,” say, in the art of TAKING. And to avoid the squabble for “equal redistribution” you will have to introduce a THIRD FORCE-- the State. People were never equal.

The best political/economic system, created by the Fathers of America, has nothing to do with LEGISLATED or enforced equality. The American Republic is based on the principle of EQUAL OPPORTUNITIES for UNEQUAL and very much DIFFERENT and diverse individuals to develop their abilities and to coexist in mutually beneficial cooperation.

Chronic instability breeds radicalism, the precondition of a power struggle which may result in violent replacement of power structures through civil war, or invasion of a “friendly and fraternal” neighbor, and ends up in state control. Depending on (or absence of) common sense, this control will manifest itself in the creation of a “closed society”-- the opposite of what we had in the beginning. Borders are closed, censorship of the media is established, “irritants” and “enemies” of the state are executed, etc.

It is possible to conquer this nation using the preconditions Yuri has described, created by Americans themselves, and diverting America's attention away from these mortally dangerous preconditions.  One example is Non-critical arguments that divert America's attention from real danger. If a house was full of explosives, smart people would notice if a fire was close by and remove any flammable objects BEFORE the house catches the fire. Useful idiots will keep arguing about whether it is constitutional or not to pay firefighters, or the equality of husband and wife in domestic chores (who should remove the combustibles), until the actual explosion blows their enfeebled brains all over the neighbourhood.

It takes about 15 to 20 years to “demoralize” a nation by 'educating' ONE GENERATION of students in a target country indoctrinating them with the ideology of the subverter. It is imperative that any sufficient challenge or counter-balance by the basic moral values and ideology of this country be eliminated. In absence of ANY cohesive and consistent national ideology, subversion becomes easy. In American “education” today, ANY cohesive ideology of the original republic and the free market system is ridiculed or silenced as “intolerant”. It is not even considered 'intellectual' or fashionable to subscribe to this 'outmoded' set of ideas.

DEMORALIZATION must be a TWO-WAY street. The target nation MUST be made a RECIPIENT-- passive or active-- of the IDEAS of the subverter. Democracy is by definition a RECIPIENT of a multiplicity of ideologies and values, whether good or bad. Unfortunately 'bad' ideas are often proven and revealed only after a long period of time, during which many have allowed them to change their behaviour. Ancient Japanese rulers understood this principle very well when they virtually ISOLATED their nation from ANY foreign influence-- good, bad or neutral. A nation with a neglected indigenous ideology (America)-- automatically becomes a recipient of SUBVERSION in its early stage of DEMORALIZATION.

Anyone too preoccupied with protesting the Vietnam war, the drug/ rock music scene, taking part in 'love-ins' etc., to study and prepare for assuming their civil responsibilities, are now in positions of power and decision-making in government, business, media, & culture. To return to the American values, proven to be efficient and productive for 200 years of historically unprecedented freedom and affluence, you have to educate a NEW generation of Americans, this time in the spirit of patriotism & CAPITALISM.

LEVELS OF DEMORALIZATION : IDEAS, the highest level of subversion, affects vital areas; religion, education, media, and culture. History shows the greatest upheavals were caused by IDEAS, faiths & beliefs, not KNOWLEDGE or THINGS. Few people sacrifice their comforts and lives for such trivial things as a new car or Scientific knowledge. Scientists prefer life & affluence to death for scientific truth. No one faces a firing squad for defending the truth of 2x2=4. But FAITH in the seemingly irrelevant & immaterial teachings of Jesus Christ generated such MORAL FORCE in MILLIONS of people for the past 2000 years, that people willingly accepted violent death and tortures rather than deny Christ!

Communism and its Marxist-Leninist dogma, according to some thinkers (Dr. George Steiner for one), is another distorted form of FAITH, able to inspire martyrdom in millions. Substituting the traditional values of the Judeo-Christian heritage with Marxist-Satanic faith is one of the basic principles of subversion at the stage of DEMORALIZATION at the most effective level of IDEAS. The methods are as primitive as they are predictable. You do not have to be a graduate of a KGB school or Harvard University to figure out what kind of INTERACTION between the subverter (KGB) and target (American brains) occurs on this level.

All the SUBVERTER,  hell-bent on the idea of a “New World Order”, has to do is study the areas where your nation's IDEAS could be eroded & substituted, then slowly but consistently affect these areas by sending infiltrating Agents of Influence to inject new ideas, disseminate propagandist literature, and encourage self-destructive tendencies.

All a subverter has to do to remove the spiritual backbone of America is to help you to POLITICIZE, COMMERCIALIZE and 'ENTERTAINMENT-ALIZE' the dominant religions or take advantage of the development of various Satanic and Death cults; preaching moral relativity and removing religion (and prayer) from schools; creating 'personality cults' in religion whereby the preacher becomes a “celebrity”.  Pop-musicians with a message of 'social-justice' sugar-coated in popular 'spiritual' tunes can be actually more helpful to the KGB than someone standing in the pulpit preaching Marxist-Leninist doctrine.

Politicizing religion is the most efficient method of demoralizing a target nation. Once a nation starts giving to Caesar what belongs to God, and getting God involved in such things as 'social justice' and partisan political squabbles, it predictably loses what religion calls mercy and the grace of God. To put it in 'atheistic' terms, a target country allows the subverter to use the area of moral values for dissemination and enforcement of amoral ideas and policies. The most powerful instrument of this process is an organization called World Council of Churches, infiltrated by the KGB to such extent, that it is hard to distinguish, these days, a priest from a spy.

In Yuri’s visits with WCC members, some of them struck him as individuals pathologically unable to say or hear truth. They were simply allergic to any facts or opinions which would 'undermine' their 'spiritual' affiliation with the Soviet manipulators.

The result of demoralizationof religion is a phenomenon referred to as the “death wish”, an expression borrowed from Soviet dissident writer,Igor Shafarevich’s book; “Socialism as a Historical Phenomenon”. Dr. Shafarevich, in analyzing the 'dead' civilizations of Egypt, Maya, Mohenjo-Dara, Babylon, etc., came to an ominous conclusion: EVERY ONE OF THESE CIVILIZATIONS DIED WHEN PEOPLE REJECTED GOD, AND TRIED TO CREATE 'SOCIAL JUSTICE' ALONG THE SOCIALIST PRINCIPLES. Thus, Socialism, according to Shafarevich, may be a manifestation of an inborn human instinct of SELF-DESTRUCTION, if unrestrained-- leading ultimately to PHYSICAL DEATH OF ALL MANKIND. 

'MASS' EDUCATION is another area of subversion, done by Americans, to Americans, at the stage of demoralization. The Marxist-Leninist concept of education emphasizes 'environment' and 'mass' character education over individual abilities & quality. When American media enthusiastically reports (repeating Soviet propaganda cliches) about 'achievements of Soviet science,' they usually obscure the IDEOLOGICAL aspects and purposes of the Communist system of education. 'Massiveness' and 'universality' of education attracts Western sociologists and governmental bureaucracies alike. For the 'developing' nations this seems to be the easiest short-cut to many contemporary problems.

The Western public seldom receives the explanation of THE PRICE of state-controlled Socialist-type education: political conformity to dictatorship, ideological brainwashing, lack of individual, lagging behind in development of science and technology. It is a commonly known fact that most Soviet 'technological marvels' are stolen or bought from the West. Most technological research in the USSR is 'productive' only and always in the most destructive area: the military. Still, after more than half century of 'victorious Socialism,’ USSR is a country without even common household refrigerators, yet boasts of their 'space exploration' & tremendous military might, & have done nothing to improve day to day life of Soviet citizens.

The American romance with state-run education as encouraged by KGB subverters has already produced generations of graduates who cannot spell, cannot read a world map, & cannot THINK independently. Would Einstein have arrived at his Theory of Relativity if he had been educated in one of today’s American public schools? Most likely he would have 'discovered' marijuana and variant methods of sexual intercourse instead. Contemporary American permissiveness and moral relativity in education have greatly facilitated Soviet ideological subversion tactics.

Some methods of Soviet DEMORALIZATION of American education are:

1. Student Exchanges whereby American students and professors go to Moscow and are exposed to ideological brainwashing sometimes lacking the proper education that would allow them to assess the Soviet information they receive objectively. 

2. Flooding of campus bookstores with Marxist and Socialist literature published both in the USSR and by domestic ‘fellow travelers’;

3. International seminars and conferences with Soviet participation, where Soviet propaganda seldom is balanced by opposing viewpoints; 

4. Infiltration of schools and universities by radicals, leftists, and simply 'disturbers,’ often functioning unknowingly under the direct guidance of KGB Agents of Influence. 

5. Establishing numerous 'student' newspapers and magazines, staffed with Communists and sympathizers; 

6. Organizing 'study groups' and 'circles' for dissemination of Soviet propaganda and Communist ideology. 

A commonly known fact is that most of the most powerful media in the USA, is already MONOPOLIZED both financially & ideologically by what are referred to as 'liberals.’  Communist defectors who have literally begged to have stories of their life in the Soviet Union told to the American people via the major American media have been completely ignored.Yuri explained that one of the most devastating methods of Soviet subversion in American media is the DISCREDITING of authors like myself

NON-ISSUES is another powerful method of demoralizing at the level of IDEAS.  A “non-issue” has a solution which creates bigger problems for the majority, even though it may benefit a few (civil rights of homosexuals is not an issue; defending sexual morality is the larger, real issue). The main purpose of non-issues and the devastating result of their introduction is the SIDE-TRACKING of public opinion, energy (both mental and physical), money and TIME from constructive solutions. Soviet propaganda elevated the art of infiltrating and emphasizing non-issues in American public life to the level of actual state policy.

Addictive 'MASS CULTURE': A Canadian writer wrote something like this: If I were a Communist agent in America with millions of dollars, I would not waste it in bribing pubic servants … I would encourage the sleaz-smiths of that region to turnout more and more garage 'culture'... ..Anything that prompted insubordination, any-thing that contributes to confusion and exasperation would be most liberally endowed to create  an adult generation that could easily go out of control. ..America would look desperately for any kind of discipline to rescue them and THERE-- pretty as a picture, would be Communism, the most iron-fisted discipline since Sparta. The victory would be bloodless... Except of course in concentration camps, torture, prisons, and few things like that. But nobody would know about that because of censorship of the press. This was written in 1959! The accuracy of this description of Subversion activity stunned Yuri.

Yes, KGB encourages DEMORALIZATION of America through the 'mass culture' by relying upon the help of the “useful idiots” of the entertainment business. No, the Beatles, Punks and Michael Jackson are not on the KGB payroll. They are on YOUR payroll. All the KGB had to do is to slowly and gradually CHANGE YOUR ATTITUDES and kill your RESISTANCE to the demoralizing addiction your kids call 'music,’ make it acceptable, NORMAL; make it a part of 'American culture' where it docs not belong and never did.

In the area of “Law and Order,” the method of demoralization is to promote and enforce the prevalence of the “legalistic” approach over the “moral” one. Several generations of American lawyers and law-makers, graduating from the 'liberal' (that is LEFTIST, Socialist¬oriented) schools, after long-time exposure to the Socialist IDEOLOGY, have already created an atmosphere in the U.S. judicial system whereby “underprivileged” criminals are treated as a “victims” of the “cruel American society,” and the real victim (the law-abiding society) is turned into defenseless taxpayers,

By encouraging individual RIGHTS over OBLIGATIONS (private, financial, moral, patriotic etc.) subverters create a society composed of IRRESPONSIBLE INDIVIDUALS, each one “doing his own thing,” and acting according to the “law of jungle.” Such subversion of society is the first step to tyranny.  The majority of civilian population of this nation is virtually without civil laws or protection from murderers, lunatics, criminals, etc.

American media presents a picture of CIA and FBI as a 'mirror reflection' of the KGB. False. The KGB is a POWER which systematically & ruthlessly MURDERED about SIXTY MILLION of its citizens, & still engages in killing of innocent defenseless people all over the world. How many were killed by the CIA? 

'Quiet Diplomacy'; Arkady Shevchenko, the USSR representative in the UN, gave breath-taking accounts on how the Communists are using 'diplomacy' for subversion. And yet all the crowds of “experts” and “kremlinologists” are seemingly unable to put the pieces together and raise their voices AGAINST dealing with the Communists in a 'diplomatic' way.

Marxist-Leninist ideology have greatly contributed to the process of American family break-up. Americans, brought up in broken families, are already adults lacking one of the most vital qualities for the survival of a nation-- LOYALTY.  A child who has not learned to be loyal to his family will hardly make a loyal citizen. Such a child may grow into an adult loyal to the State though. The goal of the subverter is to substitute, as painlessly as possible, the concept of loyalty for the “welfare state”, who gives everything & can TAKE everything, including freedom-- from every citizen.

Myths are being promoted in the U.S. about 'free health care' in the USSR. In arranged interviews with Soviet doctors, telling guests about the 'glorious achievements' of Soviet surgery with no way of checking if these 'achievements' were available to USSR collective farmers or workers in Siberia. They are not.

Racial and ethnic interrelations is one of the most vulnerable areas for demoralization. There are not too many “capitalist” countries where ethnic minorities have it as good as in the USA. Yuri states that American society is the least discriminatory. The Communist 'solution' for racial problem is 'final': they simply murder those who are different AND stubbornly insist on remaining different.

Private Property owners will fight an invader until last bullet ON HIS LAND. “Underprivileged” or urbanized masses on the other hand, may feel like meeting an invader with flowers and red banners. ALIENATION of people from privately-owned land is one of the very important methods of DEMORALIZATION.

With the ideological infiltration of some labour unions in the USA, what sort of MORALITY does it take to make medical nurses leave sick and dying patients in hospital beds and walk out to strike for fifty cents an hour more in pay?  What makes unionized electricians leave a city without power in the middle of a severe winter and let several children in “under privileged” slums freeze to DEATH?  How desperate for money must a unionized truck driver be to SHOOT TO DEATH a strike-breaking colleague, father of five? Surely, each individual American, who commits these outrageously AMORAL acts is not that cruel and egocentric. And, let's face it, not THAT broke. So, why? -- IDEOLOGICAL DEMORALIZATION.

Subverted Unions are not motivated by the desire to IMPROVE working conditions and wages. In many cases it is not bargaining at all-- it's blackmail. And in the process of the unlimited growth of union POWER, the American worker loses the only relevant and real freedom he has in his country: the freedom to choose, to work or not to work, and for how much.

STAGE TWO: DESTABILIZATION: Efforts of subverter narrow down to the “essentials”:  Foreign relations; economy and “social fiber.” If the preceding stage of DEMORALIZATION is successful, they help YOU to bring your own society into the state of DESTABILIZATION.  This  takes  from 2 to 5 years, depending on the maturity of a nation and its ability to mobilize for resistance.

Power Struggle: The first symptom of instability is expressed as the desire of the population to bring to power those politicians and parties who promise more “free” social services and other “pleasure strokes” & short-term solutions.  They will have to pay a much higher price for the main and basic problem-- bringing the country back to stability and restoring the moral fiber.

Demoralized and enfeebled 'masses' tend to grab the 'easiest' short-cut solution to social ills and socialism seems to them to be the best answer.

The final destruction is of the free bargaining process the predominant economic power moves into the hands of “Big Brother,” the State.   The famous 'division of powers' no longer governs, but rather is replaced by bureaucracy.

In the area of foreign relations, few remaining friendly nations look with horror at the destiny of those nations who were betrayed and abandoned by the USA and try to find 'their own solutions,’ which often comes as 'establishing friendly relations' with the USSR and its Communist empire.  The majority of Americans are made to believe that it is their country—- America-- who 'violates' international law, not the USSR and its surrogates. The average American may not even realize that the 'International Court' is nothing but an artificial creature of the Soviet-controlled General Assembly of the UN.

CRISIS, STAGE THREE: may take only 2 to 6 months, to bring America to the same situation which now exists South of the border in Central America.  If all the previous stages of Soviet subversion have been successfully completed by that time, the majority of Americans will be so totally confused that they may even WELCOME some ‘strong' leaders who 'know how to talk to the Russians.   Redistribution of wealth and a massive propaganda campaign by the newly 'elected' government will  'explain' and justify the reforms.

Concentration camps and executions come at the stage of... NORMALIZATION: THE FOURTH AND LAST STAGE

Any normal nation would definitely resist such a 'progressive change.’  according to the 'classics or Marxism-Leninism' there will arise pockets of resistance, Reforms (or DESTRUCTION to be more accurate) of the security agencies, (police and military) by the new government may lead to a situation of ‘split loyalties’ among law enforcement officers and render the majority of the population defenseless. At this point, to avoid 'the bloodshed,’ the subverter moves to NORMALIZATION,: the vanquished country was brought BY FORCE into the NORMAL state of SOCIALISM: namely, subjugation.

You will start seeing 'friendly' Soviet soldiers in the streets of our cities working together with American soldiers and the 'new' police force to 'restore law and order.’

American socialist radicals and 'do-gooders’ who were working so hard to bring 'progress' to their own country will find themselves IN PRISONS and hastily-built concentration camps. Many of them will be EXECUTED, quietly or publicly.  The Soviet 'liberators' will have no further use for the 'disturbers.’ The 'useful idiots' will have completed their work. From then on the New Order will need STABILITY and NEW MORALITY. No more 'grass roots' movements. No more criticism of the State. The Press will obediently censor itself.  This censorship is already existing NOW, imposed by the so-called U.S. 'liberals' and socialist do-gooders. 

IT WILL NEVER HAPPEN HERE! 

What if it does happen here? Why take chances? What are the SOLUTIONS? There are different solutions for different stages of subversion. If a nation has enough common sense to STOP subversion at the very beginning of the DEMORALIZATION stage, you may never need the painful and drastic solutions needed to deal with the CRISIS stage.

The most general solution is to STOP AIDING THE SUBVERTER. You are still living in a free society and you are able to force your elected politicians to change their policies toward the Communist world. If YOU, personally do not see anything wrong in dealing with the Communism,  you should begin learning more about it, not from your monopolized media, but from the independent media and and from defectors who have experienced Communism first-hand

Also see: World Thought Police by Yuri Bezmenov

Molotov Mitchell

The Frankfurt School: Conspiracy to corrupt

By Timothy Matthews
Issue: March 2009
    
Western civilization at the present day is passing through a crisis which is essentially different from anything that has been previously experienced. Other societies in the past have changed their social institutions or their religious beliefs under the influence of external forces or the slow development of internal growth. But none, like our own, has ever consciously faced the prospect of a fundamental alteration of the beliefs and institutions on which the whole fabric of social life rests ... Civilization is being uprooted from its foundations in nature and tradition and is being reconstituted in a new organisation which is as artificial and mechanical as a modern factory.

Christopher Dawson. Enquiries into Religion and Culture, p. 259.

Most of Satan’s work in the world he takes care to keep hidden. But two small shafts of light have been thrown onto his work for me just recently. The first, a short article in the Association of Catholic Women’s ACW Review; the second, a remark (which at first surprised me) from a priest in Russia who claimed that we now, in the West, live in a Communist society. These shafts of light help, especially, to explain the onslaught of officialdom which in many countries worldwide has so successfully been removing the rights of parents to be the primary educators and protectors of their children.

The ACW Review examined the corrosive work of the ‘Frankfurt School’ - a group of German-American scholars who developed highly provocative and original perspectives on contemporary society and culture, drawing on Hegel, Marx, Nietzsche, Freud, and Weber. Not that their idea of a ‘cultural revolution’ was particularly new. ‘Until now’, wrote Joseph, Comte de Maistre (1753-1821) who for fifteen years was a Freemason, ‘nations were killed by conquest, that is by invasion: But here an important question arises; can a nation not die on its own soil, without resettlement or invasion, by allowing the flies of decomposition to corrupt to the very core those original and constituent principles which make it what it is.'

What was the Frankfurt School? Well, in the days following the Bolshevik Revolution in Russia, it was believed that workers’ revolution would sweep into Europe and, eventually, into the United States. But it did not do so. Towards the end of 1922 the Communist International (Comintern) began to consider what were the reasons. On Lenin’s initiative a meeting was organised at the Marx-Engels Institute in Moscow.

The aim of the meeting was to clarify the concept of, and give concrete effect to, a Marxist cultural revolution. Amongst those present were Georg Lukacs (a Hungarian aristocrat, son of a banker, who had become a Communist during World War I ; a good Marxist theoretician he developed the idea of ‘Revolution and Eros’ - sexual instinct used as an instrument of destruction) and Willi Munzenberg (whose proposed solution was to ‘organise the intellectuals and use them to make Western civilisation stink. Only then, after they have corrupted all its values and made life impossible, can we impose the dictatorship of the proletariat’) ‘It was’, said Ralph de Toledano (1916-2007) the conservative author and co-founder of the ‘National Review’, a meeting ‘perhaps more harmful to Western civilization than the Bolshevik Revolution itself.'

Lenin died in 1924. By this time, however, Stalin was beginning to look on Munzenberg, Lukacs and like-thinkers as ‘revisionists’. In June 1940, Münzenberg fled to the south of France where, on Stalin’s orders, a NKVD assassination squad caught up with him and hanged him from a tree.

In the summer of 1924, after being attacked for his writings by the 5th Comintern Congress, Lukacs moved to Germany, where he chaired the first meeting of a group of Communist-oriented sociologists, a gathering that was to lead to the foundation of the Frankfurt School.

This ‘School’ (designed to put flesh on their revolutionary programme) was started at the University of Frankfurt in the Institut für Sozialforschung. To begin with school and institute were indistinguishable. In 1923 the Institute was officially established, and funded by Felix Weil (1898-1975). Weil was born in Argentina and at the age of nine was sent to attend school in Germany. He attended the universities in Tübingen and Frankfurt, where he graduated with a doctoral degree in political science. While at these universities he became increasingly interested in socialism and Marxism. According to the intellectual historian Martin Jay, the topic of his dissertation was ‘the practical problems of implementing socialism.'

Carl Grünberg, the Institute’s director from 1923-1929, was an avowed Marxist, although the Institute did not have any official party affiliations. But in 1930 Max Horkheimer assumed control and he believed that Marx’s theory should be the basis of the Institute’s research. When Hitler came to power, the Institut was closed and its members, by various routes, fled to the United States and migrated to major US universities—Columbia, Princeton, Brandeis, and California at Berkeley.

The School included among its members the 1960s guru of the New Left Herbert Marcuse (denounced by Pope Paul VI for his theory of liberation which ‘opens the way for licence cloaked as liberty’), Max Horkheimer, Theodor Adorno, the popular writer Erich Fromm, Leo Lowenthal, and Jurgen Habermas - possibly the School’s most influential representative.

Basically, the Frankfurt School believed that as long as an individual had the belief - or even the hope of belief - that his divine gift of reason could solve the problems facing society, then that society would never reach the state of hopelessness and alienation that they considered necessary to provoke socialist revolution. Their task, therefore, was as swiftly as possible to undermine the Judaeo-Christian legacy. To do this they called for the most negative destructive criticism possible of every sphere of life which would be designed to de-stabilize society and bring down what they saw as the ‘oppressive’ order. Their policies, they hoped, would spread like a virus—‘continuing the work of the Western Marxists by other means’ as one of their members noted.

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

One of the main ideas of the Frankfurt School was to exploit Freud’s idea of ‘pansexualism’ - the search for pleasure, the exploitation of the differences between the sexes, the overthrowing of traditional relationships between men and women. To further their aims they would:

• attack the authority of the father, deny the specific roles of father and mother, and wrest away from families their rights as primary educators of their children.
• abolish differences in the education of boys and girls
• abolish all forms of male dominance - hence the presence of women in the armed forces
• declare women to be an ‘oppressed class’ and men as ‘oppressors’
Munzenberg summed up the Frankfurt School’s long-term operation thus: ‘We will make the West so corrupt that it stinks.'

The School believed there were two types of revolution: (a) political and (b) cultural. Cultural revolution demolishes from within. ‘Modern forms of subjection are marked by mildness’. They saw it as a long-term project and kept their sights clearly focused on the family, education, media, sex and popular culture.

The Family

The School’s ‘Critical Theory’ preached that the ‘authoritarian personality’ is a product of the patriarchal family - an idea directly linked to Engels’ Origins of the Family, Private Property and the State, which promoted matriarchy. Already Karl Marx had written, in the “Communist Manifesto”, about the radical notion of a ‘community of women’ and in The German Ideology of 1845, written disparagingly about the idea of the family as the basic unit of society. This was one of the basic tenets of the ‘Critical Theory’ : the necessity of breaking down the contemporary family. The Institute scholars preached that ‘Even a partial breakdown of parental authority in the family might tend to increase the readiness of a coming generation to accept social change.’

Following Karl Marx, the School stressed how the ‘authoritarian personality’ is a product of the patriarchal family—it was Marx who wrote so disparagingly about the idea of the family being the basic unit of society. All this prepared the way for the warfare against the masculine gender promoted by Marcuse under the guise of ‘women’s liberation’ and by the New Left movement in the 1960s.

They proposed transforming our culture into a female-dominated one. In 1933, Wilhelm Reich, one of their members, wrote in The Mass Psychology of Fascism that matriarchy was the only genuine family type of ‘natural society.’ Eric Fromm was also an active advocate of matriarchal theory. Masculinity and femininity, he claimed, were not reflections of ‘essential’ sexual differences, as the Romantics had thought but were derived instead from differences in life functions, which were in part socially determined.’ His dogma was the precedent for the radical feminist pronouncements that, today, appear in nearly every major newspaper and television programme.

The revolutionaries knew exactly what they wanted to do and how to do it. They have succeeded.

Education

Lord Bertrand Russell joined with the Frankfurt School in their effort at mass social engineering and 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.' The importance of mass psychology ‘has been enormously increased by the growth of modern methods of propaganda. Of these the most influential is what is called ‘education. 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. Various results will soon be arrived at. First, that the influence of home is obstructive. Second, that not much can be done unless indoctrination begins before the age of ten. Third, that verses set to music and repeatedly intoned are very effective. Fourth, that the opinion that snow is white must be held to show a morbid taste for eccentricity. But I anticipate. It is for future scientists to make these maxims precise and discover exactly how much it costs per head to make children believe that snow is black, and how much less it would cost to make them believe it is dark gray . When the technique has been perfected, every government that has been in charge of education for a generation will be able to control its subjects securely without the need of armies or policemen.”

Writing in 1992 in Fidelio Magazine, [The Frankfurt School and Political Correctness] Michael Minnicino observed how the heirs of Marcuse and Adorno now completely dominate the universities, ‘teaching their own students to replace reason with ‘Politically Correct’ ritual exercises. There are very few theoretical books on arts, letters, or language published today in the United States or Europe which do not openly acknowledge their debt to the Frankfurt School. The witchhunt on today’s campuses is merely the implementation of Marcuse’s concept of ‘repressive toleration’-‘tolerance for movements from the left, but intolerance for movements from the right’-enforced by the students of the Frankfurt School’.

Drugs

Dr. Timothy Leary gave us another glimpse into the mind of the Frankfurt School in his account of the work of the Harvard University Psychedelic Drug Project, ‘Flashback.' He quoted a conversation that he had with Aldous Huxley: “These brain drugs, mass produced in the laboratories, will bring about vast changes in society. This will happen with or without you or me. All we can do is spread the word. The obstacle to this evolution, Timothy, is the Bible’. Leary then went on: “We had run up against the Judeo-Christian commitment to one God, one religion, one reality, that has cursed Europe for centuries and America since our founding days. Drugs that open the mind to multiple realities inevitably lead to a polytheistic view of the universe. We sensed that the time for a new humanist religion based on intelligence, good-natured pluralism and scientific paganism had arrived.”

One of the directors of the Authoritarian Personality project, R. Nevitt Sanford, played a pivotal role in the usage of psychedelic drugs. In 1965, he wrote in a book issued by the publishing arm of the UK’s Tavistock Institute:‘The nation, seems to be fascinated by our 40,000 or so drug addicts who are seen as alarmingly wayward people who must be curbed at all costs by expensive police activity. Only an uneasy Puritanism could support the practice of focusing on the drug addicts (rather than our 5 million alcoholics) and treating them as a police problem instead of a medical one, while suppressing harmless drugs such as marijuana and peyote along with the dangerous ones.” The leading propagandists of today’s drug lobby base their argument for legalization on the same scientific quackery spelled out all those years ago by Dr. Sanford.

Such propagandists include the multi-billionaire atheist George Soros who chose, as one of his first domestic programs, to fund efforts to challenge the efficacy of America’s $37-billion-a-year war on drugs. The Soros-backed Lindesmith Center serves as a leading voice for Americans who want to decriminalize drug use. ‘Soros is the ‘Daddy Warbucks of drug legalization,’ claimed Joseph Califano Jr. of Columbia University’s National Center on Addiction and Substance Abuse’ (The Nation, Sep 2, 1999).

Music, Television and Popular Culture

Adorno was to become head of a ‘music studies’ unit, where in his Theory of Modern Music he promoted the prospect of unleashing atonal and other popular music as a weapon to destroy society, degenerate forms of music to promote mental illness. He said the US could be brought to its knees by the use of radio and television to promote a culture of pessimism and despair - by the late 1930s he (together with Horkheimer) had migrated to Hollywood.
The expansion of violent video-games also well supported the School’s aims.

Sex

In his book The Closing of the American Mind, Alan Bloom observed how Marcuse appealed to university students in the sixties with a combination of Marx and Freud. In Eros and Civilization and One Dimensional Man Marcuse promised that the overcoming of capitalism and its false consciousness will result in a society where the greatest satisfactions are sexual. Rock music touches the same chord in the young. Free sexual expression, anarchism, mining of the irrational unconscious and giving it free rein are what they have in common.'

The Media

The modern media - not least Arthur ‘Punch’ Sulzberger Jnr., who took charge of the New York Times in 1992 - drew greatly on the Frankfurt School’s study The Authoritarian Personality. (New York: Harper, 1950). In his book Arrogance, (Warner Books, 1993) former CBS News reporter Bernard Goldberg noted of Sulzberger that he ‘still believes in all those old sixties notions about ‘liberation’ and ‘changing the world man’ . . . In fact, the Punch years have been a steady march down PC Boulevard, with a newsroom fiercely dedicated to every brand of diversity except the intellectual kind.'

In 1953 the Institute moved back to the University of Frankfurt. Adorno died in 1955 and Horkheimer in 1973. The Institute of Social Research continued, but what was known as the Frankfurt School did not. The ‘cultural Marxism’ that has since taken hold of our schools and universities - that ‘political correctness’, which has been destroying our family bonds, our religious tradition and our entire culture -sprang from the Frankfurt School.

It was these intellectual Marxists who, later, during the anti-Vietnam demonstrations, coined the phrase, ‘make love, not war’; it was these intellectuals who promoted the dialectic of ‘negative’ criticism; it was these theoreticians who dreamed of a utopia where their rules governed. It was their concept that led to the current fad for the rewriting of history, and to the vogue for ‘deconstruction’. Their mantras: ‘sexual differences are a contract; if it feels good, do it; do your own thing.'

In an address at the US Naval Academy in August 1999, Dr Gerald L. Atkinson, CDR USN (Ret), gave a background briefing on the Frankfurt School, reminding his audience that it was the ‘foot soldiers’ of the Frankfurt School who introduced the ‘sensitivity training’ techniques used in public schools over the past 30 years (and now employed by the US military to educate the troops about ‘sexual harassment’). During ‘sensitivity’ training teachers were told not to teach but to ‘facilitate.’ Classrooms became centres of self-examination where children talked about their own subjective feelings. This technique was designed to convince children they were the sole authority in their own lives.

Atkinson continued: ‘The Authoritarian personality,’ studied by the Frankfurt School in the 1940s and 1950s in America, prepared the way for the subsequent warfare against the masculine gender promoted by Herbert Marcuse and his band of social revolutionaries under the guise of ‘women’s liberation’ and the New Left movement in the 1960s. The evidence that psychological techniques for changing personality is intended to mean emasculation of the American male is provided by Abraham Maslow, founder of Third Force Humanist Psychology and a promoter of the psychotherapeutic classroom, who wrote that, ‘... the next step in personal evolution is a transcendence of both masculinity and femininity to general humanness.’

On April 17th, 1962, Maslow gave a lecture to a group of nuns at Sacred Heart, a Catholic women’s college in Massachusetts. He noted in a diary entry how the talk had been very ‘successful,’ but he found that very fact troubling. ‘They shouldn’t applaud me,’ he wrote, ‘they should attack. If they were fully aware of what I was doing, they would [attack]’ (Journals, p. 157).

The Network

In her booklet Sex & Social Engineering (Family Education Trust 1994) Valerie Riches observed how in the late 1960s and early 1970s, there were intensive parliamentary campaigns taking place emanating from a number of organisations in the field of birth control (i.e., contraception, abortion, sterilisation). ‘From an analysis of their annual reports, it became apparent that a comparatively small number of people were involved to a surprising degree in an array of pressure groups. This network was not only linked by personnel, but by funds, ideology and sometimes addresses: it was also backed by vested interests and supported by grants in some cases by government departments. At the heart of the network was the Family Planning Association (FPA) with its own collection of offshoots. What we unearthed was a power structure with enormous influence.

‘Deeper investigation revealed that the network, in fact extended further afield, into eugenics, population control, birth control, sexual and family law reforms, sex and health education. Its tentacles reached out to publishing houses, medical, educational and research establishments, women’s organisations and marriage guidance—anywhere where influence could be exerted. It appeared to have great influence over the media, and over permanent officials in relevant government departments, out of all proportion to the numbers involved.

‘During our investigations, a speaker at a Sex Education Symposium in Liverpool outlined tactics of sex education saying: ‘if we do not get into sex education, children will simply follow the mores of their parents’. The fact that sex education was to be the vehicle for peddlers of secular humanism soon became apparent.

‘However, at that time the power of the network and the full implications of its activities were not fully understood. It was thought that the situation was confined to Britain. The international implications had not been grasped.

‘Soon after, a little book was published with the intriguing title The Men Behind Hitler—A German Warning to the World. Its thesis was that the eugenics movement, which had gained popularity early in the twentieth century, had gone underground following the holocaust in Nazi Germany, but was still active and functioning through organizations promoting abortion, euthanasia, sterilization, mental health, etc. The author urged the reader to look at his home country and neighbouring countries, for he would surely find that members and committees of these organizations would cross-check to a remarkable extent.

‘Other books and papers from independent sources later confirmed this situation. . . . A remarkable book was also published in America which documented the activities of the Sex Information and Education Council of the United States (SIECUS). It was entitled The SIECUS Circle A Humanist Revolution. SIECUS was set up in 1964 and lost no time in engaging in a programme of social engineering by means of sex education in the schools. Its first executive director was Mary Calderone, who was also closely linked to Planned Parenthood, the American equivalent of the British FPA. According to The SIECUS Circle, Calderone supported sentiments and theories put forward by Rudolph Dreikus, a humanist, such as:

· merging or reversing the sexes or sex roles;
· liberating children from their families;
· abolishing the family as we know it’

In their book Mind Siege, (Thomas Nelson, 2000) Tim LaHaye and David A. Noebel confirmed Riches’s findings of an international network. ‘The leading authorities of Secular Humanism may be pictured as the starting lineup of a baseball team: pitching is John Dewey; catching is Isaac Asimov; first base is Paul Kurtz; second base is Corliss Lamont; third base is Bertrand Russell; shortstop is Julian Huxley; left fielder is Richard Dawkins; center fielder is Margaret Sanger; right fielder is Carl Rogers; manager is ‘Christianity is for losers’ Ted Turner; designated hitter is Mary Calderone; utility players include the hundreds listed in the back of Humanist Manifesto I and II, including Eugenia C. Scott, Alfred Kinsey, Abraham Maslow, Erich Fromm, Rollo May, and Betty Friedan.

‘In the grandstands sit the sponsoring or sustaining organizations, such as the . . . the Frankfurt School; the left wing of the Democratic Party; the Democratic Socialists of America; Harvard University; Yale University; University of Minnesota; University of California (Berkeley); and two thousand other colleges and universities.’

A practical example of how the tidal wave of Maslow-think is engulfing English schools was revealed in an article in the British Nat assoc. of Catholic Families’ (NACF) Catholic Family newspaper (August 2000), where James Caffrey warned about the Citizenship (PSHE) programme which was shortly to be drafted into the National Curriculum. ‘We need to look carefully at the vocabulary used in this new subject’, he wrote, ‘and, more importantly, discover the philosophical basis on which it is founded. The clues to this can be found in the word ‘choice’ which occurs frequently in the Citizenship documentation and the great emphasis placed on pupils’ discussing and ‘clarifying’ their own views, values and choices about any given issue. This is nothing other than the concept known as ‘Values Clarification’ - a concept anathema to Catholicism, or indeed, to Judaism and Islam.

‘This concept was pioneered in California in the 1960’s by psychologists William Coulson, Carl Rogers and Abraham Maslow. It was based on ‘humanistic’ psychology, in which patients were regarded as the sole judge of their actions and moral behaviour. Having pioneered the technique of Values Clarification the psychologists introduced it into schools and other institutions such as convents and seminaries - with disastrous results. Convents emptied, religious lost their vocations and there was wholesale loss of belief in God. Why? Because Catholic institutions are founded on absolute beliefs in, for example, the Creed and the Ten Commandments. Values Clarification supposes a moral relativism in which there is no absolute right or wrong and no dependence on God.

‘This same system is to be introduced to the vulnerable minds of infants, juniors and adolescents in the years 2000+. The underlying philosophy of Values Clarification holds that for teachers to promote virtues such as honesty, justice or chastity constitutes indoctrination of children and ‘violates’ their moral freedom. It is urged that children should be free to choose their own values; the teacher must merely ‘facilitate’ and must avoid all moralising or criticising. As a barrister commented recently on worrying trends in Australian education, ‘The core theme of values clarification is that there are no right or wrong values. Values education does not seek to identify and transmit ‘right’ values, teaching of the Church, especially the papal encyclical Evangelium Vitae.
‘In the absence of clear moral guidance, children naturally make choices based on feelings. Powerful peer pressure, freed from the values which stem from a divine source, ensure that ‘shared values’ sink to the lowest common denominator. References to environmental sustainability lead to a mindset where anti-life arguments for population control are present ed as being both responsible and desirable. Similarly, ‘informed choices’ about health and lifestyles are euphemisms for attitudes antithetical to Christian views on motherhood, fatherhood, the sacrament of marriage and family life. Values Clarification is covert and dangerous. It underpins the entire rationale of Citizenship (PSHE) and is to be introduced by statute into the UK soon. It will give young people secular values and imbue them with the attitude that they alone hold ultimate authority and judgement about their lives. No Catholic school can include this new subject as formulated in the Curriculum 2000 document within its current curriculum provision. Dr. William Coulson recognised the psychological damage Rogers’ technique inflicted on youngsters and rejected it, devoting his life to exposing its dangers.

Should those in authority in Catholic education not do likewise, as ‘Citizenship’ makes its deadly approach’?
If we allow their subversion of values and interests to continue, we will, in future generations, lose all that our ancestors suffered and died for. We are forewarned, says Atkinson. A reading of history (it is all in mainstream historical accounts) tells us that we are about to lose the most precious thing we have—our individual freedoms.

‘What we are at present experiencing,' writes Philip Trower in a letter to the author, ‘is a blend of two schools of thought; the Frankfurt School and the liberal tradition going back to the 18th century Enlightenment. The Frankfurt School has of course its remote origins in the 18th century Enlightenment. But like Lenin’s Marxism it is a breakaway movement. The immediate aims of both classical liberalism and the Frankfurt School have been in the main the same (vide your eleven points above) but the final end is different. For liberals they lead to ‘improving’ and ‘perfecting’ western culture, for the Frankfurt School they bring about its destruction.

‘Unlike hard-line Marxists, the Frankfurt School do not make any plans for the future. (But) the Frankfurt School seems to be more far-sighted that our classical liberals and secularists. At least they see the moral deviations they promote will in the end make social life impossible or intolerable. But this leaves a big question mark over what a future conducted by them would be like.'

Meanwhile, the Quiet Revolution rolls forward.

Timothy Matthews is the editor of the British, Catholic Family News. A news service of the National Association of Catholic Families, United Kingdom. The article appeared in the American Catholic weekly, The Wanderer, December 11, 2008. It is reprinted here with permission of the author.

© Copyright 1997-2009 Catholic Insight
    Updated: Mar 17th, 2009 - 22:50:54

Global Warming's Purpose

Communist Buzzwords

ACHIEVEMENT-BASED EDUCATION: See Outcome-based Education. Remember, the labels change as often as needed to keep ahead of critics.

AFFECTIVE DOMAIN: The area of learning that deals with feelings, beliefs, values, attitudes, motives... all those inner factors that determine behavior and responses to stimuli. By changing or modifying the affective domain, educators can control behavior--or so they believe. (See Mastery Learning)

ASSESSMENT: A means of measuring student progress toward national and state goals.

AT-RISK: Any "student who is at risk of not meeting the goals of the educational program...or not becoming a Global worker." (Iowa State Standards) Programs such as Parents As Teachers (PAT), 21st Century schools, Healthy People 2000 and others define at-risk in categories such as PAT's famous "other, that wonderful catch all." (See Parents As Teachers)

BRAINWASHING: Washing the concept of right and wrong from the mind, teaching that Parental authority is irrelevant, and family loyalty is an outdated notion. Loyalty to the group (a soviet mindset) is needed for Global Socialism.

BRIDGING: A teacher helping students make connections between what they are studying and real-life, out-of-school experiences.

CERTIFICATE OF ADVANCED MASTERY (CAM): An advanced achievement credential that follows the CIM and supposedly proves mastery of "higher-level educational outcomes". (See Workforce Development Means Lifelong Indoctrination)

CHANGE AGENT: A term utilized by many, including President Clinton and leading educators, to summarize a major task of educators: to change our schools, our children, our nation, from a Western to a Global Marxist culture.

CHARACTER EDUCATION: An attempt to teach students global values. It sounds good, but character qualities such as responsibility, respect, and honesty are redefined to fit the global paradigm. Traditional morality will no longer fit nor be tolerated. (See "Character Training for Global Citizenship")

CHOICE: Allowing parents to enroll their children in any public schools within the district or inter-district, or--depending on the scope of the choice program--provides tax credits that can be applied toward tuition in private schools. All schools receiving federal funding must adopt "voluntary" national standards which force students to conform to core beliefs, values and attitudes. "Such choices should include all schools that serve the public and are accountable to public authority." (America 2000)

CIM, CERTIFICATE OF INITIAL MASTERY: Replacing the high school diploma, the CIM (under this or another label) will be the "new job ticket"--the reward for demonstrating "mastery" in the various attitudes and citizenship skills deemed necessary for employment and citizenship. (See Workforce Development and Zero Tolerance for Non-Compliance)

COGNITIVE DEVELOPMENT: The mental process of acquiring information, building a knowledge base, and learning increasingly advanced reasoning and problem-solving skills from infancy through adulthood.

COGNITIVE DISSONANCE: Mental confusion and emotional tension caused by incompatible values. Created through classroom stimuli such as hypothetical stories or pagan ritual that conflict with home-taught values, it forces most children to rethink and modify their values to resolve the conflict.

COLLABORATIVE LEARNING: Group learning. Views all knowledge as "the common property of a group."

COLLECTIVE: The opposite of individualism and free enterprise, it emphasizes utopian ideals such as Marxist equality and "serving the greater whole". Examples: a commune or a communist farm "owned" and operated by all the people.

COMMUNISM: Consensus only culture.

COMPREHENSIVE HEALTH EDUCATION: A sequential pre-K through 12 curriculum to address the physical, mental, emotional and social (including holistic) dimensions of health.

COMPREHENSIVE SCHOOL HEALTH PROGRAM: The school, as the hub of the community, offers health (including sex, AIDS, etc.) education and services, integrated school and community health promotion, nutrition/food service, guidance-counseling, etc. (See School-based clinics)

CONFLICT RESOLUTION: A psychological technique for dealing with (often hypothetical) conflicts. It manipulates a child's value system, trading old absolutes and convictions for compromise positions. In a legal context, it is used to avoid litigation. (See Consensus Building and Common Ground)

CONSCIOUSNESS: Individual or collective (public and cultural) awareness or the moral and spiritual consciousness of a nation. This consciousness reflects the common world view or paradigm.

CONSENSUS BUILDING: The process by which students, schools, communities or groups of people learn to compromise individual beliefs and ideas in order to seek "common ground" and come to consensus. This pre-planned consensus may be dictated from the top-down (national to local), yet be promoted as grass roots ideologies. It is a brainwashing technique that changes beliefs through pressure to conform to group-thinking. (The Marxist Dialectic)

CONTENT STANDARDS: Descriptions of what students should know and demonstrate in each subject area.

CONTEXT: The setting or circumstances that surrounds a particular event, statement or story. Since most events or stories are understood or interpreted according to its context, a teacher can change traditional meanings by altering the context. The Biblical word "truth" gains a totally different meaning when used in an Indian myth such as The Truth about the Moon, which doesn't tell the truth at all.

COOPERATIVE LEARNING: Small groups of students with varied abilities who learn to share responsibility for achieving group goals. High achieving students carry the weight of a group assignment for which all receive the same group grade. It is supposed to eliminate competitiveness and individualism while teaching cooperation, problem solving, and responsibility for achieving group success instead of personal success. Promoting collectivism, it lowers academic standards by forcing high achievers to bear the burden of success for others.

CRITICAL THINKING: Challenging students' traditional beliefs, values and authorities through values clarification strategies and Mastery Learning. (See Sex Ed and Global Values)

CULTURALLY APPROPRIATE STRATEGIES: Practices that celebrate diversity and enable students to succeed in school regardless of race, gender, national origin, religion, age disability, marital status, family background, or economic status. They sacrifice the rights of individuals to supposedly gain the collective good of the whole.

CURRICULUM FRAMEWORK: A stepping stone between national standards and local curriculum which tells local districts what they must teach to meet state and national standards.

DECONSTRUCTIONISM: A steady flow of negatives about Western institutions, beliefs, and values, in order to tear down the old certainties upon which Western culture is founded.

DELPHI TECHNIQUE: Communication technique used to manipulate a diverse group toward a consensus position through circulating information for comment in several rounds synthesizing the responses until all agree. If a participant's view cannot be synthesized with the groups after repeated rounds, then the premise must be declared invalid and WILL NOT BE RECORDED. Breaks down moral barriers and shifts students world view from the old to the new paradigm.

DIALECTIC: A The Marxist or Hegalian dialectic which removes God’s control over a person used by behaviorists contolling the American educational system. It is a pattern of communication based on Satan’s “dialog” coaxing Eve to “decide for herself what constitutes good or evil”, thereby, corrupting all mankind through “Concensus”.

DILEMMAS: Deceptive, classroom scenarios designed to violate or tamper with the conscience of an intellectually defenseless person’s beliefs about right and wrong. (See “The Lifeboat Dilemma”)

DISCOVERY LEARNING: The student supposedly generates and tests his own ideas, conclusions, concepts, etc., creating his own understanding of reality and giving new meanings to traditional words. In reality, he or she is prompted toward a pre-planned understanding through stories, suggestions, questions, and group dialogue

DISSONANCE: See Cognitive dissonance.

DISTANCE LEARNING: A broad term encompassing technology that extends the learning community beyond the classroom . Courses are offered via satellite and the Internet, and email links students directly to peers, professors, programmers and change agents around the globe. Dustin Heuston of Utah's World Institute for Computer-Assisted Teaching (WICAT) shares his delight in the power of this technology: "We've been absolutely staggered by realizing that the computer has the capability to act as if it were ten of the top psychologists working with one student. You've seen the tip of the iceberg. Won't it be wonderful when the child in the smallest county in the most distant area or in the most confused urban setting can have the equivalent of the finest school in the world on that terminal and no one can get between that child and that computer? (See Clinton’s War on Hate Bans Christian Values)
Drug or Sex Education Classroom encounter groups that discuss options under guidance of non-judgmental teacher. Unthinkable acts become alluring possibilities.

DUMBING DOWN: Teaching that “Deconstructs” and intentionally leaves an entire culture intellectually defenseless. Utopian ideals are taught in place of facts.

EARTH-CENTERED SPRITITUALITY: A pantheistic, monistic blend of the world's pagan religions. It views all life as being interconnected and trades God for a spiritualized Mother Earth, nature spirits, or other supernaturals. (See Gaia)

EDUCATIONAL ESTABLISHMENT: The national and international, bipartisan leadership that plans and promotes today's transformation. Diverse and often divided, it is bonded by a common vision of the transformative role of education--and of their own role as change agents.

ELECTRONIC PORTFOLIO: The computer-driven permanent record for each learner, which contains and discloses personal information. (See No Place to Hide)

EQUALITY: All schools conforming to an "equal" standard determined by the needs of the slowest learner. It limits a student's ability to excel and explains why OBE is referred to as "dumbing down".

EURYTHMY: A form of movement defined and promoted by Rudolf Steiner, a former Theosophist (a follower of the channeled messages from "Ascended Masters," especially the Tibetan Master Djwhal Khul, spirit guide to Alice Bailey), and the founder of the Waldorf Schools.

FABIAN SOCIALIST: A member of the Fabian Society which sought the gradual worldwide spread of socialism by peaceful means. The Huxley brothers, Aldous and Julian were Fabian socialists. Aldous wrote Brave New World. Julian Huxley became the first head of UNESCO, where he laid a socialist foundation the global education program now being implemented around the world. See also http://en.wikipedia.org/wiki/Fabian_Society

FACILITATION: (1) A group leader who creates an environment with the appearance of consensus but actually is bringing the group to a pre-determined outcome. (2) A change agent who chairs hand-picked committees or groups to direct discussion toward the "right" predetermined conclusions or consensus. This process is called "managed change” but is actually deception.

GAIA: (1) The name of the ancient Greek earth-goddess, (2) a "scientific" hypothesis by Dr. James Lovelock, who views the earth as a living, self-directing organism, (3) a feminine, pantheistic lifeforce that embodies, nurtures and guides the evolution of all life. See illustration in the article, From the Littleton Crisis to Government Control.

GENDER NORMING: Grading student, not on merit alone, but on subjective gender expectations by “re-educated” staff based on student's gender coupled with class performance. An attempt to "level the playing field.

GLOBAL EDUCATION: Prepares students to be global, interdependent citizens by developing a global consciousness which embraces "universal" values and pantheistic, earth-centered beliefs that supposedly will save the planet and unify its people. Teaching global idealism and training students in political activism, it builds a malleable young army ready to support the United Nations and other organizations calling for a world government. Watch out! The process of building world citizens is detailed in Brave New Schools.

GLOBAL SPIRITUALITY: A blend of the world's New Age and earth-centered religions. Since most are pantheistic, monistic and polytheistic, they fit together--but exclude monotheism, especially biblical Christianity. Those that don’t fit the pattern needed to model the new global spirituality, are simply molded or adapted to fit. Thus, a universalist revision of "Christianity" would be acceptable – one that deletes the cross and Jesus Christ as the only way. See Establishing a Global Spirituality.

GLOBALISM: Accepted Socialism, Marxism, and Communism and intolerance for Biblical absolutes.
GOOD: Global

GUIDED IMAGERY: Visualization exercise directed by a facilitator to produce a relaxed state of consciousness. Since the facilitator often guides the students toward pre-planned images, the exercise becomes ominously like a class in witchcraft. As Starhawk, founder of the Covenant of the Goddess, wrote in The Spiral Dance, spell casting and magic are based on a four-fold formula: relaxation, concentration, visualization, and (mental projection). See Star Wars joins United Religions at the Presidio.

HEALTHY: Moral Absolutes & Christianity are forbidden

HIGHER ORDER THINKING SKILLS (HOTS): Psychological manipulation using "application, analysis, synthesis, and evaluation" (the higher level of Bloom's Taxonomy) without the factual knowledge needed for rational and objective thinking. Students base their "own" conclusions (to which they are led by a trained teacher-facilitator) on biased, politically correct information and disinformation. (See Lower Order Thinking Skills and Chapter 3 of Brave New Schools.)

HOLISTIC EDUCATION: Education involving the whole person--body, soul, and spirit. It integrates all subjects and infuses all learning with a pantheistic, monistic spirituality.

HUMAN CAPITAL or RESOURCE: The new label for all people, adults as well as children, who are being shaped to match the supposed needs of the global economy. The goal of our new U.S.-UNESCO education system is lifelong training and socialization for a global workforce managed through consensus groups and Total Quality Management (TQM).

INCLUSION: Assigning all students to regular classrooms, including those with severe disabilities, thus turning each class into a special education class.

INDIVIDUAL EDUCATION PLAN (IEP): The individualized behavior modification plan for changing a students beliefs and behavior through stimuli, response, assessment, and remediation. The control mechanism of Mastery Learning, it adapts to each student's rate of change and degree of resistance and indicates corrective measures. Masquerading as an academic plan, its goal is to mold minds to fit the global community and workforce. The goal is to use computers programmed according to each child’s needs, weaknesses, interests, and resistance or "locus of control.

"A lifework plan [IEP]is a personal information system that will benefit decision-making. It is a living document, frequently revised. The lifework plan should [include] . . . individualized learning plans and/or career development plans. It should provide a format such as a portfolio for collecting relevant materials. Most educators foresee a computer record-keeping system that supplement paper files." From the glossary at Maple River Education Coalition

"Lifework Plan (also known as IEP or Individual Education Plan): DCFL defines it as follows: "A lifework plan is a personal information system that will benefit decision-making. It is a living document, frequently revised. The lifework plan should [include] . . . individualized learning plans and/or career development plans. It should provide a format such as a portfolio for collecting relevant materials. Most educators foresee a computer record-keeping system that supplement paper files."

INFUSION: A strategy that hides or blends politically correct social philosophies and matching activities into the basic content of the curriculum.

INTEGRATIVE EDUCATION or CURRICULUM: Organizing learning around broad themes, thus making it easy to infuse global, new-paradigm suggestions and activities into standard lessons. See note with practical explanation at the end.

INTERDISCIPLINARY APPROACHES: blending various subjects (math, art, language, etc.) in order to teach and demonstrate the unity of all things. See systems thinking.

INTRINSIC MOTIVATION: A system of rewards based on the inner feelings of the child.

LIFE SKILLS, LIFE ROLE COMPETENCIES: Preparation for all life roles. The total development of the child--body, mind, and spirit -- as a learner, worker, consumer, family member, and citizen. What the student must believe, think and do to meet the exit outcomes.

LIFELONG LEARNING: A continuos, lifelong program to re-educate the masses in preparation for the Globalist workforce and community. All adults must meet the social, psychological, and work skills standards required for work and citizenship. (See articles on the UN Plan for Your Mental Health, Clinton’s War on Hate, Star Wars, and others.

LITERACY, ENVIRONMENTAL: Embracing the global view of the "environmental crisis" and politically correct understanding of Global Warming, Ozone holes, etc. Has little to do with the traditional meaning of literacy.

LITERACY, FUNCTIONAL: Basic literacy skills (such as reading a map or following instructions) needed to live and participate in society. Does not necessarily mean the ability to read in the traditional sense.

LITERACY, HEALTH: Accepting the new politically correct standards and responsibilities for personal and community health, including mental health. (See The UN Plan for Your Mental Health)

LITERACY, WORKPLACE: Literacy focused on specific job skills; learning the factual, communication, reading, and math skills need to perform required functions.

LITERACY, CULTURAL: Viewing life, people, and nature from a politically correct or Global perspective.

LITERATURE BASE: Teaching language arts, civic responsibility, and character through literature. It enables teachers to manipulate a child's belief system by choosing new-paradigm literature and/or interpreting literature according to the new paradigm.

LOCAL CONTROL: A smokescreen to pacify critics. A euphemism, since all control rests with those who determine the national standards and assessments. Local educators are only free to find ways to meet those national standards.

LOWER-ORDER THINKING SKILLS: Include knowledge, comprehension and memorization, the cornerstones of traditional schools, which have been demoted to lower-order skills. (See Higher Order Thinking Skills and Mastery Learning)

MAGIC GATHERING: An increasingly popular and psychologically addictive occult card game used by young and old nationwide, often after years of involvement with the occult role-playing game Dungeons and Dragons. Used to teach math to gifted students, it is gaining popularity --inside and outside classrooms--even among elementary ages students. A New York student, excused from playing Magic in his classroom, was given a card called "Soul exchange". It pictured spirits rising from graves and advised: "Sacrifice a white creature." On the playground, his school-mates "summon" the forces on the cards they collect by raising sticks into the air and saying "Spirits enter me." They call it being "possessed." All except one parent had given their uninformed consent. (See article on "Pokemon.")

MARXISM: A philosophy created by Marx whose plan was admittedly to enjoy watching the corruption of everyone in the world by teaching everyone to practice the dialog of Satan in the Garden; (the Marxist dialectic; “Concensus”)

MASTERY LEARNING: A psychological process based on the premise that all children can learn if given enough time and help. It uses behavior modification techniques (stimulus, response, assessment, remediation) to change the students' beliefs, attitudes, values and behavior. The student must "master" each sequential step toward the required "outcome" (and demonstrate this mastery by modifying behavior patterns) before advancing to the next stage. (See IEP, OBE, Global Education) Professor John Goodlad, one of the most influential change agents in the global arena, a former governing board member of UNESCO's Institute for Education. warned educators that "most youth still hold the same values as their parents.... The strategy for resocializing our children that remove the parent’s values is best known as “Mastery Learning”.

MULTICULTURAL EDUCATION: Teaching tolerance, "respect and appreciation" for the world's diverse cultures, beliefs systems, and lifestyles – especially those that clash with traditional values and biblical truth --with the acknowledged goal of producing public consciousness of the unity of all things. It teaches intolerance for truth and biblical Christianity.

National Assessment of Education Progress (NAEP): "The Nation's Report Card" which measures student progress by testing different subject areas in alternative years. Also gathers personal data on children and families to fill out longitudinal profiles that includes beliefs, attitudes, behavior and values.
National Center on Education and the Economy (NCEE): Founded by Marc Tucker, it conceived the CIM in a 1990 report called America's Choice: High Skills or Low Wages. See "Zero Tolerance for Non-Compliance".

New Standards Project (NSP): A partnership formed by Marc Tucker (head of NCEE) and Lauren Resnick to establish a "world-class" system of standards and assessment that reflects international standards and culminates with the CIM and CAM.

OUTCOME-BASED EDUCATION (also called OBE, Standards-driven Education, Achievement-based Education, Performance-based Education...): The national, multilevel delivery system for Mastery Learning. Driven by national standards which match international standards, it forces states and local schools to teach according to national guidelines, curriculum frameworks, work-skills competencies, etc. by tying much-needed federal funding to compliance. Almost every other definition in this glossary list describes a facet of OBE, so scan the entire list. See also this broader definition of OBE and Outcomes-Driven Developmental Model (ODDM). The latter turned out to be a dismal but expensive failure.

OUTCOMES: "What students must know, and be able to do, and be like." Determined at the national and international level, they must be met locally. Called learning goals, performance objectives, standards, competencies or capacities, they all require students to embrace "new thinking, new strategies, new behavior, and new beliefs."

PARADIGM SHIFT: A cultural transformation, a change in consciousness, a new way of thinking, understanding and explaining reality. Today's paradigm shift means replacing the Judeo/Christian world view with a New Age/Neopagan paradigm establishing earth-centered spritituality and global socialism. (“shiftyness”)

PARENTAL INVOLVEMENT: Holds parents responsible for making sure the child attends school, completes prescribed homework, and learns whatever else schools will decide once the system is implemented. (Will schools tell parents what and how they must teach at home?) A way of involving parents in the consensus process, where they, too, will become part of UNESCO’s "Lifelong Learning."

PARENTS AS TEACHERS (PAT): Brings the state educator into homes to make sure each child starts school "ready to learn" and "able to learn". The child is given a personal computer code number, and a computer record is initiated that will enable the national data system to track each child for the rest of his life. Parents as well as children are evaluated. (See Chapter 7 in Brave New Schools)

PARTNERSHIP: A unified effort by two or more entities, to implement the national education goals – or any other government program that fits into the new global management system. (See "Local Agenda 21: The UN Plan for Your Community")

PEER TUTORING: Children teaching children. Assigning fast learners to tutor slow learners limiting the progress of the fast learners and subject slow learners to peer ridicule.

-BASED INSTRUCTION: The process by which you find an answer is more important than the content. This process is led by a teacher/facilitator trained to provide suggestive questions then let the students work together toward a consensus. The group's "creative" and collective thinking is what counts. A correct answer is secondary.

PROGRESSIVE EDUCATION: A movement, initiated by John Dewey, to replace the traditional schools of the 1800's with a new system based on a humanistic/global social philosophy. The new ideal stresses informal, active, child-centered approaches that would produce the "right" kind of Global citizen.

QUEST: A generally ineffective anti-drug program based on situation ethics and values clarification strategies. Undermining a child's sense of right and wrong, it opens the door for students to think, imagine, and do the unthinkable.

READY TO LEARN: Children, who have no strong ties to church and traditional values.

RE-LEARNING: The aim of Soviet education in former Communist countries around the world. In America today, it means dismantling the old ways and establishing new ways of thinking and choosing. It applies to adults as well as children. (See Brainwashing and Community Education)

REGIONAL EDUCATIONAL LABORATORIES: Private, non-profit corporations funded, in whole or in part, under Title IV of the Elementary and Secondary Education Act (ESEA) of 1965. They develop programs that link their research to practices in the schools of their respective regions. Far West Regional Educational Laboratory (FWREL) and Mid-Continent Educational Laboratories (McREL) lead in the national/international transformation. See Regional Educatonal Laboratory.(Read about Shirley McCune, former head of McREL, in the article on Star Wars Joins United Religions at the Presidio.

REMEDIATION: A stage in the OBE/mastery learning loop, which applies to students who resist change or fail to show expected progress. Remediation continues until the student learns the required outcomes and demonstrates them on standardized tests.

RESPONSIBILITY: Demonstrating high level of effort and perseverance to attain goal. In the context of the new global paradigm, it implies "serving the collective" in the spirit of co-operation. (See Character Training for Global Citizenship)

RESTRUCTURING: A systemic or system-wide movement to change the entire education model in order to achieve the new national goals. This revolutionary, never-ending change process includes: Mastery Learning, Outcome-based Education, and Partnerships with business and community leaders, churches, and parents. Almost every word in this glossary describes a part of today's restructuring effort.

SCANS --The Secretary's Commission on Achieving Necessary Skills: Links education to the Department of Labor in a joint effort to create a workforce that meets the future needs for a global workforce and produces students that are competent in prescribed work skills, including attitudes and group thinking. It can direct students into specific training, limit their options, bring intrusive government influences into all aspects of life.

SCANS COMPETENCIES: an official list of competencies from the U.S. Department of Labor describing work skills that "effective workers can productively use."

SCHOOL-BASED DECISION MAKING: School governance replacing elected school boards or school system administrators with a council consisting of principals, teachers and selected parents who support the new system. Designed to implement Globalist changes with minimal hindrance, it is not accountable to elected officials or concerned parents.

SCHOOL/COMMUNITY BASED CLINICS: Comprehensive health services offered near or at the school. Individual health plans (for treatment, prevention, birth control, abortion counseling, psychological tests...) would be developed for each student -& eventually for all family members. The controversial genital exams forced on young girls are part of this program.

SELF-ESTEEM: Confidence in self-worth and personal skills, awareness of personal abilities and how to relate positively to others. An excuse for purging all biblical beliefs which could produce feelings of guilt and shame--and therefore lower self-esteem.

SERVICE LEARNING: Combining community service with politically correct instruction that encourages students to see social problems from a collective new-paradigm perspective -- and to see spiritual differences through the filter of apluralistic, unbiblical worldview. (This is explained in detail in chapter 6 of Brave New Schools) Used in Nazi Germany.

SHARED RESPONSIBILITY: The school, community, and parent share the responsibility for raising children. The school can hold parents accountable for the teaching/training role assigned to them, but parents have little or no control over the school's responsibility to their child.

SITE-BASED CURRICULUM: Though written by local teachers, this curriculum must be designed to prepare students to meet the Global outcomes. Often compiled from various sources, it is not easily identified or understood by concerned parents.

SITE-BASED MANAGEMENT: A non-elected management (made up of the principal, selected staff, lead/master teachers, and a few supportive parents and students) which either replaces the elected school board or reduces its members to figureheads. Parents and taxpayers who oppose the transformation lose all representation.

SOCIALISM: Marxism, Communism

SOVIET: One loyal to Globalism and Marxism.

SPECIAL EDUCATION (redefined): Planned for all children "at risk" of not accepting Global standards. (See chapter 7 in Brave New Schools)

STAFF DEVELOPMENT: A long-term process tied to the top-down, nationwide revolution shaking the whole system. Since teachers cannot manage the behavior modification strategies until they themselves have been properly “re-educated, their "brainwashing" is essential to the change. Like their students, they must be pre-tested, trained, evaluated, re-trained, re-tested.... all life long.

STAKEHOLDERS: All who are significantly effected by specified programs.

STANDARDS-DRIVEN EDUCATION: See Outcome-based Education.

STANDARDS: The national criteria for student performance. It provides benchmarks set to the "highest in the world" to assure "competitiveness" and "citizenship" in the coming global economy. (See Mastery Learning)

STUDENTS: Includes teachers, parents and other adults; all must be retrained. (See Lifelong learning.)

SUBVERSION: Saying what bring support instead of relaying facts.

SYNTHESIS: A higher order thinking skill in Bloom's Taxonomy. Uses the principles of Dialectics to join the beliefs or ideas (thesis) of individual students into a new joint belief--the compromise solution or synthesis. (See consensus building and Chapter 3 in Brave New Schools)

SYSTEMIC CHANGE or SCHOOL REFORM: Total transformation -- top-down, system-wide, international as well as national. "Systemic" means "one body having interacting and interdependent parts," which include pre-school, public elementary and high schools, private schools, colleges, universities, health clinics, and every other kind of community partner. Its motto--from The Structure of Scientific Revolutions by Thomas Kuhn who coined the word paradigm: The change "must occur all at once," it cannot be accomplished piecemeal by "disconnected projects or quick fixes." The planned deadline is school year 2000-2001.

SYSTEMS THINKING: The "new way of thinking," by which all things are seen as part of "the whole." Old definitions and ways of reasoning must be adapted to the new "holistic" or "wholistic" way of looking at nature, people, education, social problems, and the "environmental crisis." According to Education for Sustainability, page 5 (a publication prepared in partnership with President Clinton’s Council on Sustainable Development),systems thinking would "teach skills such as problem solving, conflict resolution, consensus building, information management, interpersonal expression, and critical and creative thinking." And, according to Corinne McLaughlin, first task-force coordinator for the PCSD, "The systems view sees the world in terms of relationships and integrated wholes whose properties cannot be reduced to those of smaller units."1 (See Global Education and "World Heritage 'Protection: UNESCO's War Against National Sovereignty'")

THRESHOLD: The point where a stimulus of increasing strength produces the desired response. In Mastery Learning, it shows how much psychological stimuli -- and what kinds of conditions -- will cause a student to behave the desired way (the required outcome)

TOLERANCE: Western culture & absolutes are forbidden

TRANSFORMATION: The process of "rethinking our present educational system and reshaping it to meet present and future needs of students and society.

TRANSFORMATIONAL OBE: An anti-intellectual, highly politicized plan for eliminating traditional education and changing the beliefs of students through psychological formulas for behavior modification. (See Mastery Learning)

UNESCO: United Nation’s Education Programs Organization that has infiltrated, through the Federal Dept of Education, for socialist subversion in all US Public schools to conduct the brainwashing necessary to usher in the Globalist takeover of the US Constitution and US Sovereignty.

UNGRADED PRIMARIES: Since students "progress at their own speed", they remain in the ungraded primary class as many years as it takes to achieve the stated outcomes; not a good sign. (See Mastery Learning)

United States Coalition on Education for All (WCEFA): The U.S. arm of the World Conference on Education for All (WCEFA), established to link national goals and standards to international goals and standards. (See systemic change)

UN RIGHTS OF THE CHILD TREATY: The United Nations replaces parents as being the primary authority over children in those nations who have signed the treaty.

UNIVERSAL VALUES: Honesty, integrity, tolerance, and other values believed to be common to all the world's cultures. A serious look at history counters that presumption. Blinded by the light of politically correct history lessons, we forget that evils like torture and slavery were worldwide traditions characterized by cruelties far beyond America's experience or comprehension. Slavery and other horrors common to pre-Christian times ceased around the world only when confronted by the fast-spreading Bible-trained social conscience of the 19th century. (See Character Training for Global Citizenship and The UN Plan for Your Mental Health)

VALUES CLARIFICATION: A strategy for changing a student's Western values to Gloabal or Socialist values. It prods students to criticize traditional values, then choose "their own" values based on personal opinions and group consensus. Parents' values are irrelevant. (See Sex Ed and Global Values)

VISUALIZATION: Mental images formed in response to specific suggestions, which can lead children into an altered state of consciousness ranging from simple relaxation to a deep, hypnotic trance. Children may or may not encounter or communicate with spiritual entities such as "their animal spirit" or "a wise person." The Bible calls these spirits demons. (See Establishing a Global Spirituality – the Real Purpose of Multicultural Education)

WHOLE LANGUAGE: A reading and learning method which trains students to focus on words, sentences and paragraphs as a whole rather than letters. Sometimes called the "look-say" method, it ignores the proven success of phonics, and tells children to find meaning by guessing, by recognizing whole words they have memorized, by looking at the pictures, and by creating a context based on surrounding words. It emphasizes "rich content" (multicultural stories that fit the global paradigm) and encourages students to "construct their own meaning" (with guidance from peers and facilitator of consensus process). Retrieving or comprehending the traditional or intended meaning of the author is no longer important -- that is, unless the author teaches the global worldview. It serves to introduce children to the global worldview and context for learning before children are set free to explore more traditional and possibly contrary sources of information and values.

WORLD-CLASS EDUCATION: Non-competitive system based on national standards and benchmarks that match international standards. Students must embrace a common set of Marxist beliefs and values in preparation for the 21st Century global workforce. (See global education)

WORLD-CLASS STANDARDS: Standards for citizens in the new global economy. Planned by international leaders, they include attitudes, values and beliefs that reject or minimize national sovereignty and emphasize collectivism rather than individualism.
World Conference on Education for All (WCEFA): International organization working with the United Nations, countless non-governmental organizations (NGO), and individual nations to plan and promote OBE and Mastery Learning for all. (See systemic change)

YOUTH SERVICE: Programs designed to help students meet the national goal of "responsible citizenship" by instilling an attitude of service to the community or collective. (The source and purpose behind service learning are explained in Chapter 6 of Brave New Schools.)

ZERO TOLERANCE: Draconian law providing loopholes by which government officials, under the pretense of justice, can charge or harass an innocent person & silence dissent.