-Caveat Lector-
The Intelligent Student's Guide to the New World Order
What is the New World Order? How does it affect YOU?
By Erica Carle
What is the New World Order?
The essence of the New World Order (NWO) or world management system is that it is
management by social engineers, rather than government based on a written
constitution. How you are affected by this management system depends on what the
social engineers decide the system should do for you and require of you. The social
engineers and system managers think of themselves as scientists applying the
scientific method to the control of group behavior. Your behavior and your
relationships are regarded as the subject of investigation and control by those who
call themselves social scientists. You are among their test animals, and you have no
say in, and often no knowledge of, experiments that involve you. If the NWO is
totally implemented, your independence, individuality, and freedom will be gone.
There is nothing new about the idea of managing others, or even of controlling the
whole world. That has been the goal of social philosophers for thousands of years.
However, we need not go back over ancient history. We are concerned primarily with
what has been going on in our own generations. This we can understand quite well if
we confine ourselves to the Nineteenth and Twentieth Centuries.
Goals of the New World Order
To begin to understand the New World Order (NWO) you need to forget what you have been
told about philosophical differences between Republicans and Democrats; left and
right; Socialists and Libertarians; business and labor; liberal and conservative;
black and white, etc.. The planners of the New World Order know they must use,
influence, and cater to all of these groups to accomplish the goals they are seeking,
which are:
(1) Consolidate everything. (2) Commercialize everything. (3) Classify everything. (4)
Claim everything. (5) Control everything.
We might call these goals the five Cs of the New World Order. If it is fully
empowered, free speech, personality, personal goals and decisions, individual
responsibility, private property, private business, morality, Constitutional
government, national sovereignty; and religious freedom can no longer be tolerated.
Everyone in every country will be subject to the NWO management system. To quote the
French mathematician/philosopher, Auguste Comte (1798-1857), one of the most
significant early planners of the world management system:
The most important object of this regenerated polity will be the substitution of
Duties for Rights; thus subordinating personal to social considerations. The word
Right should be excluded from political language, as the word Cause from the language
of philosophy. {1}
The only real life is the collective life of the race; individual life has no
existence except as an abstraction. {2}
He also wrote:
When the system is fully regulated, the effect of this will be to secure greater
unity, by diminishing the influence of personal character. {3}
This means that to the NWO world management system planners you, as an individual, are
considered to be without character or personality. Your personal life and personal
goals are unimportant to them, unless those goals are consistent with the
sociological, economic and religious goals of the New World Order.
Public Schools and The New World Order
To demonstrate how NWO sociological, economic and religious goals are being brought
about we can look first at the public schools. Most students and parents think the
purpose of public schools is to teach essential and interesting information,
vocational and recreational skills, considerate and responsible behavior and an
appreciation of our country’s history and Constitution. After your formal education
is over, your parents expect that you should be able to take responsibility for your
own moral, material, and social well-being, and also the moral, material, and social
well-being of any children you might have until they, too, are ready to claim such
freedom for themselves.
At one time the goal of those who planned the school curriculum in the local
communities seemed to follow the wishes of parents and the needs of students. Now,
however, those sociologists who have the power to affect policy in the public schools
do not concern themselves with what you need, what your parents want for you, or with
respect and support for the United States Constitution. Their primary goals are to
CONSOLIDATE policies, COMMERCIALIZE instruction, CLASSIFY individuals, CLAIM
jurisdiction, establish CONTROL, and train you to fit obediently into their world
management system without hesitation or protest. In 1928, sociologist Ross L. Finney
wrote:
A new world is emerging in which the social structures will be of a different shape,
the social resources of a different scope and caliber, than anything that history
records. It is a new deal—in fact a different game with different cards; and we who
are now alive are privileged to witness its beginning, however blind most of us may be
to its implications for ourselves and our posterity. And for a new age, a new school!
{4}
National Council for the Social Studies
An organization called the National Council for the Social Studies (NCSS), which is an
offshoot of the National Education Association and a promoter of the New World Order,
has CLAIMED power to determine what you should learn and what you should not learn in
geography, history, government, economics, psychology, religion, world politics, etc..
These subjects were CONSOLIDATED decades ago by sociologists so they could present
them together under one agenda called Social Studies. The leaders of NCSS now decide
what you should be taught, how you should be taught, and how your achievement will be
evaluated.
In addition to the National Council for the Social Studies, the various states have
state councils for the social studies. Through the efforts of state
councils—oftentimes with the aid of the Education Commission of the States—bills are
presented to state legislatures to make NCSS’s curriculum standards legal
requirements. After these standards are passed in your state, your local school
board, your own teachers and your parents have little to say about what you should be
expected to learn in these subjects. If you, your school, or community have different
standards; if you do not try to live up to NCSS’s standards for the New World Order,
your schools can be closed or your community punished by depriving it of federal,
foundation and state money.
Grouping People to Control Them
It is interesting to investigate how this takeover was accomplished. Like everything
connected to the New World Order and the five Cs, CONTROL is accomplished by
influencing groups, and most particularly group leaders. This is because people who
are emotionally involved with groups respond to leadership. They also tend to feel
CLASS loyalty. For example, when your elected officials CONSOLIDATE into groups and
meet with elected officials from other areas, they frequently get carried away by the
oratory and comradeship. Although they may not understand the full implications of
the ideas the carefully-selected speakers and facilitators promote, the officials are
maneuvered into feeling obligated to support what the group supports. By giving their
loyalty to these secondary groups, the officials frequently betray the primary loyalty
they owe to you and the citizens of the states, cities and counties they are supposed
to serve. CONTROL of government officials, educators, congres
smen, legislators, businessmen, city councils, school boards, etc. through
organizations is part of the NWO plan for substitution of its system for the U.S.
Constitution.
Through CONSOLIDATION into national or international ‘blanket’ organizations, one
person or a small group of people can make decisions and set goals for hundreds of
thousands, or even millions of people. They can set goals for you if you do not
object. Always remember, whoever sets your goals or presents you with what they call a
vision or a mission, CONTROLS your behavior. You had better understand fully any such
commitment you are asked to make.
Goal-Setting, Political Management
Setting goals, and designing visions and missions for groups of people is one of the
favorite preoccupations of the New World Order philosophers and managers. In
education, goal setting and visioning serve to CONSOLIDATE policies so the NWO/NCSS
curriculum can be established in schools throughout the country. When you hear
someone who uses the phrase, ‘We must. . .’ or variations of it such as, ‘We need to.
. .’, ‘It is essential that we. . .’, etc, without adding, ‘if we wish to . . ,’ there
is a pretty fair chance that person is trying to convince you to give up the idea of
independent research and thinking so you will support whatever program or goals he or
she might be promoting.
It is unfortunate that few of our congressmen, state, county, and city legislators
have been alert enough to detect the behavior management and CONTROL that have been
directed toward them. Many of them have been deceived, flattered, coerced, bribed or
blackmailed into surrendering their legitimate authority to New World Order decision
makers. This, too, was planned. In 1906, sociologist Lester Ward explained how NWO
legislation could be achieved:
It must not be supposed that such legislation can be conducted to any considerable
extent in the open sessions of legislative bodies. These will doubtless need to be
maintained, and every new law should be finally adopted by a vote of such bodies, but
more and more this will become a merely formal way of putting the final sanction of
society on decisions that have been carefully worked out in what may be called the
sociological laboratory. {5}
Goals 2000 - Control is the Object
Most of the governors of the United States are members of the National Governors'
Association. They have national meetings to CONSOLIDATE their policy decisions. In
1990, a policy was declared to promote the adoption of national educational goals.
The Republican Bush Administration had endorced the idea in 1989. Multinational
corporations and the U. S. Chamber of Commerce supported it. Then, in 1994, Congress
(Democrats and Republicans) passed and funded the Goals 2000: Educate America Act.
Originally, social studies was not included, but the NCSS saw to it that social
studies was annexed to the national agenda. Its leaders appointed a task force to
develop CONSOLIDATED curriculum standards. These were later adopted in most states as
part of the Goals 2000: Educate America Act. Eight goals were chosen and publicized.
The eight educational goals of Goals 2000 were not the important part of this
operation. Any goals that sounded good, along with the money promised, could have
enticed governors and state legislators to pass enabling legislation in their states.
The real goals of Goals 2000 are to CONSOLIDATE leadership over all the states; CLAIM
jurisdiction over curriculum to CONTROL what you and other students learn; and
eventually to COMMERCIALIZE and CONTROL all educational resources through the use of
charter schools and culture vouchers.
It is no surprise to find now that the eight publicized goals have not been
reached—and will not be reached by the Year 2000. Does this mean that CONSOLIDATED
goal-setting and visioning will be discontinued? On the contrary! To the
goal-setters it means merely that the Goals 2000: Educate America should be renamed,
America’s Education Goals, and should be extended beyond 2000 without a specific
deadline. Even when failure is obvious and promises are not fulfilled, CONTROL, once
gained, is never willingly relinquished by the NWO and United Nations regional
government promoters.
Failures of Public Schools
In recent decades, public education has been subjected to a great deal of criticism.
Because schools and curriculum have been interfered with by those who promote the NWO
world management system, students were not learning what their parents, potential
employers, and the students themselves, knew they ought to learn. Skill in reading,
natural science, English, mathematics, foreign languages were dismally lacking in many
high schools, and even college graduates. All kinds of excuses have been brought
forward such as:
The problem is with your parents because they do not take an interest in your
schooling. . . The problem is with you and other students because you do not work hard
enough or take an interest in learning. . . The schools are not using the right system
of teaching. We need to experiment with new systems. . . The problem is not enough
money for education. If schools had more money they would produce better results. . .
The problem is segregation. We need to bus for integration. . . Classrooms are
overcrowded. We need more teachers. . . Public schools should have tax-supported
competition. We need charter schools and school vouchers. . .
And so it has gone for decades.
Enemies of Learning
Few of the explainers have revealed the possibility that you are not being properly
taught because the NWO world management system does not want you to know too much. In
his book, A Sociological Philosophy of Education, published in 1928 by the MacMillan
Company, Ross L. Finney, Assistant Professor of Educational Sociology at the
University of Minnesota, wrote the following about what should and should not be
offered to students:
...a larger place in the curriculum ought to be given to the new humanities and the
fine arts, especially the former; and that correspondingly less time and energy ought
to be allotted to mathematics, formal English, and the foreign languages.... {6}
What we obviously need is a science of society. Since the time of [Auguste] Comte
this has been the aspiration of modern scholarship. Instead of blundering and
bungling along from one crisis to the next, science might render society really telic,
and reduce social phenomena to CONTROL as it has done in the natural world....
(Emphasis mine) {7}
If leadership by the intelligent is ever to be achieved, followership by the dull and
ignorant must somehow be assured. Followership, quite as much as leadership, is,
therefore, the crucial problem of the present crisis.... {8}
The safety of democracy is not to be sought, therefore, in the intellectual
independence of the duller masses, but in their Intellectual dependence. Not in what
they think, but in what they think they think.... {9}
The problem of democracy is which specialized sub-group is to function as cerebral
cortex. That will depend upon who succeeds in drilling epigrams into the memories of
the duller masses. If scientists and educators fail to do it, then selfish deceivers
and exploiters will. But think for themselves the duller masses never can. {10}
Those of us who do not agree with sociologists like Ross L. Finney are CLASSIFIED as
selfish deceivers, exploiters, or members of the duller masses. NWO usurpers have
nothing but contempt for us and our need to learn. Many parents, teachers,
administrators, legislators and state governors, etc. have been taken in by the NWO
agenda. There is little chance that your state and school are independent of NWO
management system. Therefore, it is important that you begin to recognize enemies of
learning even when they have college educations, advanced degrees, university,
government and foundation support, and all the preplanned publicity they need to try
to impress those of us whom they consider to be selfish deceivers, exploiters or the
duller masses.
Goals Statement for Schools
You should understand that those who seek to CONTROL your education in order to limit
your access to knowledge are not doing it because they love or respect you, but
because they want to CLAIM and CONTROL you. The more you know about their goals and
techniques, the easier it becomes to recognize efforts to CONTROL your thoughts. The
more you know about history, geography, mathematics, English, science, etc. the more
power you have to defend yourself against falsehood, deceit and domination.
By establishing goals, missions, and visions, the NCSS has found a way to limit
knowledge in all subjects. I remind you, he who chooses your goals controls your
behavior. The social studies goal statement that has been chosen by the National
Council for the Social Studies and adopted in similar, and sometimes identical form by
the states is:
...to help young people develop the ability to make informed and reasoned decisions
for the public good as citizens of a culturally diverse, democratic society in an
interdependent world.
Problem-Solving and Decision-Making
To most people this sounds good, but please notice that it is all about politics and
world CONSOLIDATION. Nothing is mentioned about what is good for you, about giving
you the knowledge to make intelligent fact-base personal decisions, about helping you
to prepare for a career of your own choice. Nothing is mentioned about what is good
for your city, your county, your state, or the United States of America. No—you are
treated as a dependent member of the New World Order’s interdependent world.
Interdependence means CONTROL by sociology’s New World Order and loss of control over
your own destiny.
Curriculum goals, guidelines, and standards for states and local communities are
patterned after those of the NCSS and United Nations NWO. In all cases, the
curriculum is based on the idea of rational problem-solving and decision-making, and
on what the NWO crowd calls interdependence. You are asked to make decisions related
to pre-selected social problems based on the limited information available through
classroom assignments.
In this regard, it is important to know another behavior control fact. He who states
the problem for you controls your thinking. Your thoughts and efforts are directed
toward problems which have been selected for you. When you express an opinion about
suggested social or personal problems, you accept the NWO agenda and acknowledge an
obligation to share your thoughts on the problems with classmates. You can then be
CLASSIFIED or grouped according to your public statements.
Limiting Knowledge—Demanding Opinions
Time spent learning facts and skills can be limited when it is taken up listening to
and arguing about one another’s uninformed opinions. Also, a special danger is
involved in this problem-solving, decision-making type of education. You and your
fellow students are encouraged to join groups and act immediately based on the
opinions you express in the cIassroom—never taking into consideration that your
opinions and decisions may change as you mature and have access to information from
other sources.
If you express the opinion that you would like to try drugs or engage in sexual
activities; if you say you might steal or become violent; teachers are instructed not
to warn you against such behavior or tell you that your decision is wrong or
dangerous. That, say the curriculum planners, would be judgmental.
No Right—No Wrong—Rational Conscience
It is assumed that none of the problems or personal dilemmas presented can be
prevented or solved by self control and moral behavior. How do curriculum planners
justify this omission? Your teachers are told that any statement regarding morality
is considered to be an unexamined belief based on authority. The National Council for
the Social Studies says decision-making should be what they call rational, rather than
being based on authority or conscience. For example, in Wisconsin teachers were
advised:
A child generally comes to school with what R. J. Havighurst calls an authoritarian
conscience acquired from his parents through a progression of punishments and rewards.
He soon learns that he is not equipped to deal with all the new situations which
confront him. Peers and teachers join and sometimes supplant parents in helping him
to find solutions which are often in conflict with those offered by his parents. His
task, then, is to change from this early authoritarian conscience to a rational one.
This requires that he learn a process for resolving to his own satisfaction the
conflicts that will inevitably arise whenever change or confrontation with an opposing
view makes him question his existing values. {11}
Decisions Based on Conscience Not Allowed
When you are taught to doubt your own conscience in favor of rational decision-making,
many types of destructive, obnoxious, and immoral behavior will no longer be
objectionable to you. You learn to find reasons to justify whatever behavior might
have emotional appeal. Unbelievable as it may seem, teachers in Wisconsin actually
were warned against holding students to traditional high standards:
Traditionally there was little question that the schools should promote such values as
the following:
1.Respect Property. 2.Be respectful of adults. 3.Say please and thank you at
appropriate times. 4.Do not use profane language or bad grammar. 5.Be neat and clean.
6.Do not lie or cheat.
Now, however, in some situations these are quite controversial. Many lawsuits and
community controversies have focused on the meaning of ‘neat and clean,’ for example.
Several recent surveys indicate that cheating in school, rather than being
unacceptable, has become the norm, and most students feel no guilt about cheating.
Standards of profanity are constantly changing and words that one rarely heard used in
public a few years ago are now heard a great deal. While many may not like these
developments, it is very necessary for teachers to recognize that they are taking
place. {12}
Teachers Are Intimidated By The NWO
Knowing what you now know about the goals of the New World Order, you can understand
that the above instruction to teachers could be taken as a veiled threat, better not
telling them they had better not criticize the behaviors mentioned. Doing so might
make them vulnerable to law suits, or perhaps, discipline by their superiors. Thus,
the Wisconsin Department of Public instruction, following the guidelines of the NCSS,
actually promoted the idea that it is acceptable for you and your fellow students to
be thieving, disrespectful, ungrateful, profanity-using, sloppy, and dirty lying
cheaters who have no conscience, and therefore no feelings of guilt for such behavior.
The United Nations New World Order does not need people of character. It needs only
those who are pliable and manageable.
Creating Problems
Problem creation is another unbelievable aspect of NWO education. According to the
NCSS, one of the main duties of teachers is to create emotional problems for you:
Any attempt by a teacher to create a problem without arousing students emotionally can
only result in a pseudo-problem. When students are disturbed, upset, perhaps even
angry, they are closer to having a problem than is ever the case when teachers make
the preservation of objectivity their only concern. A teacher can sometimes create in
students a feeling that their beliefs, concepts or values are inadequate in some
respect. When students are puzzled over what to believe, they are more likely to have
an authentic problem in their possession... {13}
If the student is to become engaged in problem-solving he must be doubtful, uncertain
or puzzled concerning something within his experience and have the desire through
inquiry to remove the doubt. As long as he is certain of the truth or goodness of a
particular idea or action, or as long as he is unconcerned, indifferent about the
matter, he is not involved in problem-solving. Hence, the initial task confronting
the teacher is that of creating the state of uncertainty or doubt in the mind of the
student. . .the teacher must implant the element of doubt. {14}
Strategies Used to Create Problems
Since the presence of the element of doubt or puzzlement is a necessary condition for
the initiation of problem-solving activity, let us consider teaching strategies which
are likely to evoke such reactions...
...The teacher can present the students with a problem within the context of the
content. ...The teacher can encourage the students to discover a problem within the
context of the content. ...The teacher can convert the unexamined beliefs of students
into problems. ...The teacher can point up conflicts within the students’ pattern of
beliefs, thus creating problems. ...The teacher can point up conflicts within the
course content, thus creating problems. {15}
Teaching problem-solving, decision-making, and interdependence may have sounded good
to many teachers, school board members, local curriculum coordinators, legislators,
parents, and students. However, if they had the opportunity to read the above, and
what the NCSS curriculum planners mean when they promote this type of education, all
of those affected might be more hesitant before giving their sanction.
Changing Beliefs
Remember, the NWO planners and managers want CONTROL, but they know for certain that
they cannot make you go along with their plans if you are aware of their intentions
and if you are firmly convinced that to do so would be wrong. That is why so many
methods have been devised to help you question or change your mind about what you
believe.
If the New World Order is to succeed in reaching its goals, Judaism and Christianity
are among the religions which have to be eliminated. People who are guided by the
Bible, the Ten Commandments and what the Bible teaches about God, cannot be depended
upon to be totally dedicated to the sociological goals of a world management system.
They cannot be intimidated into exchanging morals and conscience for sociological
goals. This is why the system does not tolerate competition. Its own Positive
religion or religion of Humanity must prevail. Sociology’s founder, Auguste Comte,
wrote:
By speaking of Positivism as organic, we imply that it has a social purpose; that
purpose being to supersede Theology in the spiritual direction of the human race. {16}
and,
Sociology is once for all substituted for Theology as the basis for the religious
government of mankind. {17}
and,
The last step in this long course of training is now establishing the true form of
subjectivity by substitution of Sociology for Theology. {18}
In 1929, Ross L. Finney was among those working on a new morality for the managed
society. He wrote:
Nor can the new regime be operated with the beliefs of the old regime. . .As for the
ideals by which we live, they too must be thought out de novo, and built into an
adequate and effective new system of moral education. {19}
The End of Freedom
The NWO management system’s moral education has nothing to do with freedom or the
principles and ideals on which our nation was founded. The late B. F. Skinner, a
Harvard University psychologist, put it this way:
The hypothesis that man is NOT FREE is essential to the application of scientific
method to the study of human behavior. {20}
If you do not want to be a sociologically-controlled and semi-ignorant member of the
United Nations New World Order, you need to recognize the importance of knowledge and
reject attempts at emotional manipulation and knowledge limitation. The
problem-solving and decision-making system of education uses you, plays on your
emotions, and tries to alienate you from those who should be closest to you. It
creates animosity between you and your classmates; wastes valuable learning time by
forcing you to form opinions and listen to the uninformed opinions of your classmates;
and discourages intelligent and moral behavior. It turns you against your own country
and its Constitution in favor of the United Nations' New World Order management system.
What Can You Do?
Learn to recognize when you are being used, rather than informed. Learn to recognize
when you are being led astray. Be like a conscientious researcher and reporter. Do
not be afraid to ask probing questions whenever you have doubts about the philosophy
behind educational projects, exercises and games, especially if they seem to you to be
totally useless or destructive.
If you are to have any hope of keeping the gift of freedom with which you've been
blessed, you must know and share the truth. If you have concerns about your
education, share them with your parents. Few parents have any idea what goes on in
school. It is their responsibility to find out, and your responsibility to help them.
You are not a test animal created to serve the ambition of social scientists and world
managers. Do not allow your education to be limited and corrupted as if all you
needed was to be trained in obedience to the system of the unConstitutional New World
Order.
And remember, if you truly desire it, all knowledge is yours:
Ask, and it shalt be given you; seek, and ye shall find; knock, and it shalt be opened
unto you: For every one that asketh receiveth; and he that seeketh findeth; and to him
that knocketh it shall be opened. Matthew 7:7,8~
---------
This essay was printed in the WIsconsin Report, Oct. 7, l999, and is reprinted here
with permission. For subscriptions and/or comment, please contact the editor of the
Wisconsin Report, Virginia Meves at P.O.Box 45, Brookfield, WI 53008-0045 or call
1-414-784-4210.
-end article-
-------------------
-InfoWarz
"It gives me great pleasure that the people do not know what is happening to them."
-Adolf Hitler, 1939
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