-Caveat Lector-
The Nazi Model For Outcome-Based Education
by Berit Kjos
History keeps repeating itself, but few heed its warnings. If our
leaders did, they would know that today's massive attempt to transform
our culture by nationalizing education will bring repression, not
freedom. They would see that the manipulative strategies of Mastery
Learning will create human puppets, not independent thinkers.
In spite of the information explosion, America hasn't heard the
message. Perhaps our leading change agents don't know what their
deceptive strategies and dumbed-down curricula will do to our
children. Maybe they haven't noticed the similarities between their
educational strategies and former Nazi tactics for molding young minds
and teaching group conformity. Perhaps today's psychological
manipulations are simply a modern expression of human "wisdom" without
biblical guidelines. However, it seems clear that U.S. and Nazi change
agents share one tragic trait: the dearth of the kind of honesty and
integrity that once made America safe for children.
That propaganda and indoctrination were two of the cornerstones of
Nazi education is no secret. Hitler's goal was National Socialism, a
fascist state that would subdue the world. Learning his lessons from
Soviet revolutionaries, he knew that only cloaked promises and
misleading visions could win the support of the unsuspecting masses --
and build a compliant army of young radicals. That America's
educational and political leaders would stoop to the same low standard
has remained hidden from the general public. That their aim is global
socialism with cradle-to-grave surveillance is angrily denied by the
trained and trusted guardians of our children's minds.
If the sleeping public doesn't wake up and resist soon, it will surely
be too late to stop the rising tide of deception that threatens to
engulf our children. If so, God's people will once again have
demonstrated the blinding consequences of spurning truth and loving
lies.
The source of the following quotations is the 1983 book, Nazism: A
History in Documents and Eyewitness Accounts, 1919-1945, edited by J.
Noakes and G. Pridham in cooperation with the Department of History
and Archaeology at the University of Exeter. It represents years of
research into the primary documents of the Nazi era. Many of its
following quotes have been shortened in order to include as many
illustrations as possible within the given space. The page numbers are
given at the end of each quote.
Since this comparison was written to accompany my book, Brave New
Schools, I have not included definitions and explanations of the new
American/international education system. All the terms and buzzwords
are explained in Brave New Schools and defined in its glossary.
The bold type introducing the quotes refers to the various aspects of
the global system scheduled to be in place by year 2001. The quotes
represent the Nazi system.
Please wake up, America!
TRANSFORM THE WORLD BY CHANGING THE CHILDREN
Change the children first: "The Nazi leadership appreciated the
difficulty of indoctrinating the older generation.... They were all
the more determined to mold the new generation along Nazi lines. As
the leader of the Nazi Teacher's League, Hans Schemm, put it: 'Those
who have the youth on their side control the future.'" (416)
Create world-class citizen: "...create a new type of student..." (440)
TEACH POLITICALLY CORRECT BELIEFS AND VALUES
Condition students for the new social and economic order: "German
youth must no longer... be confronted with the choice of whether it
wishes to grow up in a spirit of materialism or idealism, of racism or
internationalism, of religious or godlessness, but it must be
consciously shaped according to principles which are recognized as
correct...according to the principles of the ideology of National
Socialism." (432)
Censorship of contrary models: "The teaching... aimed to encourage a
'consciousness of being German.... In the selection of teaching
materials they should eschew those works which 'contradict German
feelings or paralyze energies necessary for self-assertion' and only
those modern works would be selected which 'have an affinity with the
spirit of the new Germany'." (437)
ESTABLISH AN OUTCOME-BASED EDUCATION SYSTEM
Restructure schools and nationalize tests and standards: "the regime
endeavored to assert its control over the education system through
reorganization and centralization..." (433)
Affective (feeling-centered, attitudinal), not cognitive, learning
earns the graduation certificate: "Many pupils believe they can simply
drift through for eight years and secure their school-leaving
certificate even with minimal intellectual performance... [T]hose
pupils who are in positions of leadership... often display unmannerly
behavior and laziness at school. in general, it must be said that
school discipline has declined to an alarming extent..." (429)
School-to-Work link: "The new movement offered prospects of future
employment at a time of massive graduate unemployment." (440)
IMPLEMENT MASTERY LEARNING
Condition students to become social servants, not individuals--but
tell the public the opposite: "'...the principal task of the school is
the education of youth in the service of ... the State in the National
Socialist spirit.' This made clear the Nazi's determination to shift
the focus of education away from the needs of the individual and the
development of his potential as a human being to the requirements of
the community of nation and State, of which the individual was a
member and to which he must subordinate himself." (436)
Politically correct standards for right and wrong: "Munich professors
[were warned]: 'From now on it is not up to you to decide whether or
not something is true, but whether it is in the interest of the
national Socialist Revolution." (446)
Set affective, not cognitive, goals (outcomes): "The more enthusiastic
they get, the easier are the exams and the sooner they will get a
position .... The new generation has never had much use for education
and reading. Now nothing is demanded of them; on the contrary,
knowledge is publicly condemned." (427)
Forget facts. Teach "right" attitudes or "character" through feel-good
experiences: An important aspect of Nazi education was the cult of
'Experience' as being more crucial to the development of the
individual than the academic process of learning with its stress on
'knowledge'. Unlike knowledge which involves the intellect, experience
involved 'feeling' which alone provided access to the deep truths of
Nazism which were essentially based on [ideological unity]. Such an
'experience'... was regarded as essential to character-building. (441)
Reject old authority figures through critical thinking and values
clarification: "It appealed to the desire of youth to be independent
of the adult world and exploited the conflict of generations and the
typical tendency for young people to challenge authority figures,
whether parents or teachers." (429)
Confuse students' values through shocking stimuli and values
clarification exercises (including sex and AIDS education):
"...particularly teachers in secondary schools, were alienated by the
crudity of its indoctrination." (433)
INFUSE NEW VALUES THROUGH "REAL LIFE" LEARNING
Create new beliefs and values through multicultural and global
education: "New courses were introduced in such fields as racial
studies, eugenics, and defense studies and there was a new emphasis on
pre-history... Law and political science courses were adapted to fit
in with the changes introduced by the regime." (446)
Arts, crafts, and multicultural experience: "People told stories,
danced and practiced handicrafts..." (423)
Teach math through integrated curriculum: "Other subjects such as math
and foreign language were less subject to ideological contamination.
Even here however, Nazi ideology could enter by the back door, as is
clear from the following tests...: 'Question 95: The construction of a
lunatic asylum costs 6 million RM. How many houses at 15,000 RM each
could have been built for that amount?'" (438-439)
Peer Counseling: "The slogan 'youth must be led by youth'... was
ritually echoed and to some extent followed in practice. But the
spirit in which it was applied was very different These young leaders
were not representing an autonomous youth culture but were
functionaries of an official bureaucracy regimented by rules and
regulations and following set patterns of training." (422)
Condition students to compliance: "It was preferred that people should
not have a will of their own and should totally subordinate
themselves." (428)
Lifelong Learning requires training, testing, remediation, more test
and training: "If they have still not become real National Socialists,
then they go into the Labor Service and are polished there... And if
after six or seven months, there are still remnants of class
consciousness or pride in status, then the Wehrmacht will take over
the further treatment... and when they return after two or four years
then, to prevent them from slipping back into old habits once again,
we take them immediately into the SA, SS, etc., and they will not be
free again for the rest of their lives." (417)
REQUIRE COMMUNITY SERVICE
"Service learning": "The purpose of labor service was partly
practical--to... provide a source of cheap labor--but mainly
ideological. It was a part of the cult of community current in the
youth movement now manipulated by the Nazis for their own end.
Students would be confronted with Real Life and, by being forced to
mix with the less privileged sections of the community, would be
reminded that they were all [national comrades] together." (440-441)
Mandatory service: "Service in the Hitler Youth is honorary service to
the German people. All young people are obliged from the age of 10 to
their 19th birthday to serve in the Hitler youth." (420)
Character Education and Cooperative Learning: "We cannot fight our way
out of this deep crisis through intellectualism... The school for
character... which is a practical test of true comradeship in work and
living is irreplaceable.... the true, great, practical school is... in
the labor camp, for here instruction and words cease and action
begins." (441)
REVISE HISTORY
New content: "...in addition to controlling and indoctrinating the
teaching profession, reorganizing the education system and
establishing new elite schools, the regime sought to influence youth
through the content of what was taught in schools." (436) "Relevance"
and historical revision: "The course of history must not appear to our
young people as a chronicle which strings events together
indiscriminately, but, as in a play, only the important events, those
which have a major impact on life, should be portrayed." (438)
RETRAIN TEACHERS
First indoctrinate teachers: "The real task of the NSLB is to create
the new German educator in the spirit of National Socialism. It is
being carried out with the same methods with which the movement has
conquered the whole nation: indoctrination and propaganda." (432)
Certify compliant teachers. "The Nazi party... realized they could do
little with the existing professors if they outwardly conformed. They
concentrated, therefore, on trying to transform the profession by
controlling entry and promotion within it throgh process of political
indoctrination...." (444)
The oppressive tactics of the NEA: "Teachers were, however, also
subject to control from their professional association, the National
Socialist Teachers' League (NSLB)... it expanded through a mixture of
propaganda and intimidation... The main functions of the NSLB were,
first, the provision of reports on the political reliability of
teachers for appointments and promotions and, secondly, the
ideological indoctrination of teachers..." (431)
Conform or resign. "Most academics were either apolitical or approved
of at least some aspects of the regime.... Those who did not, were
either forced out or intimidated into silence." (445)
SILENCE THE OPPOSITION
Block the negative influence of parents and traditional culture:
"...these boys join our organization at the age of ten...four years
later, they move from the Jungvolk to Hitler Youth and there we keep
them for another four years. And then we are even less prepared to
give them back into the hands of those who create our class and status
barriers..." (417)
Punish parents who protect their children from state indoctrination:
"A legal guardian will be liable to a fine up to 150 RM or to
imprisonment, if he deliberately contravenes the stipulation #9 of
this decree (registration for Hitler Youth)." (420)
Vouchers and Christian schools: "Private schools and denominational
schools gradually succumbed to various pressures: the loss of
government subsidies or tax concessions...." (434)
FACE THE CONSEQUENCES
Some resist the crude, immoral, and anti-intellectual climate and the
pressures to conform: "By the end of the 1930s, a growing number of
students were coming to resent the regimentation, the pressures to
conform, the anti-intellectual climate, the crudity of the regime's
style and its moral duplicity." (443)
Arrogant students: "Teachers, in particular, were also concerned at
the contempt for intellect cultivated by the HJ and at the arrogance
displayed toward them by pupils who were leaders in the HJ." (429)
----------
The Old Testament shows that the deceptions of ambitious leaders have
stayed remarkably constant through the centuries: "'Because you have
spoken nonsense and envisioned lies, therefore I am indeed against
you,' says the Lord GOD. 'My hand will be against the prophets who
envision futility ....They have seduced My people, saying, 'Peace!'
when there is no peace.'"
-Ezekiel 13:8-10
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