It's nice to be important, but it is important to be nice.Unsub directions are at the bottom of this message. This is a discussion list and all opinions are that of the writer only. Feel free to respond. --- Sponsor's Message -------------------------------------- Who Are the Top Dogs? Find out about the best newsletters and discussions! http://click.topica.com/aaaa4qbUrGVebVbv0ja/TopDogs ------------------------------------------------------------ Brainwashing In America WHY FEW DARE CALL IT CONSPIRACY Part 1 by Berit Kjos http://www.worthynews.com/news-features/brainwashing.html#3 "...absolute behavior control is imminent.... The critical point of behavior control, in effect, is sneaking up on mankind without his self-conscious realization that a crisis is at hand. Man will... never self-consciously know that it has happened." [1] Raymond Houghton, To Nurture Humaneness, ASCD (curriculum arm of the NEA), 1970 "The Protestant Ethic will atrophy as more and more enjoy varied leisure and guaranteed sustenance.... Most people will tend to be hedonistic..." [2] Feasibility Study, Behavioral Science Teacher Education Program (B-STEP), Department of Health, Education and Welfare, Bureau of Research, 1969 "We were trained in all phases of warfare, both psychological and physical for the destruction of the Capitalistic society and Christian civilization. In one portion of our studies we went thoroughly into the matter of psychopolitics. This was the art of capturing the minds of a nation through brainwashing and fake mental health... During the past few years I have noted with horror the increase of psychopolitical warfare upon the American public." [3] Kenneth Goff, member of the U.S. Communist Party from 1936 to 1939. "Information is useful only if citizens can put it into a framework of knowledge and use it to solve problems, form values, and make choices. Education for sustainability will help them make individual and collective decisions that both benefit themselves and promote the development of sustainable communities. [It] must involve everyone." [4] From the President [Clinton]'s Council on Sustainable Development which, like other national PCSDs, follows guidelines from the UN Commission on Sustainable Development (See Local Agenda 21) ------------------------------------------------------------------------ Brainwashing is not, as some educators and students contend, Christian child-raising. American freedom includes the promise that parents would have the right to train their children to follow God's ways. The word "brainwashing" refers to a planned, step-by-step attempt to "wash" family-taught beliefs from the minds of those who oppose government ideology. In America, it would mean replacing the old Biblical values and world view with a new way of thinking that would support a totalitarian agenda. In other words, every child must become a peace child, a willing and active servant of a new world order. A massive world-wide partnership is pioneering new strategies for social transformation. The media, the entertainment industry, computer companies, government agencies, educational institutions, the United Nations and its accredited non-governmental organizations (NGOs) have all joined together in a common quest for a global mind change. They seek solidarity -- a worldwide unity based on a new set of beliefs and values. "Obsolete" and "exclusive" loyalties to national sovereignty, Biblical values, and the unadulterated U.S. Constitution stand in their way. Conforming the masses to their way of thinking requires all the sophisticated tools and tactics developed at the various "behavioral science research" institutes and "education laboratories" established first in England, then in the Soviet Union and Nazi Germany, and finally in the United States. If these psycho-social engineers win their battle against an unsuspecting public, they would "wash" away individual thinking, free speech and all the other "rights" that have made America unique. The vacuum would be filled with lofty ideals, enticing images and deceptive promises designed to mold minds that match their global vision. Group thinking and other controls and "incentives" would enforce compliance. (See Mind Control and The UN Plan for Your Mental Health) Bombard children with mind-changing suggestions A familiar tale told to first-graders in Pennsylvania illustrates both the tactics and the planned transformation of the world. We all know the story of the Little Red Hen who wanted some bread to eat. She asked some of her barnyard friends to help make it. But the cat, the dog, and the goat all said "no." Finally she did all the work herself. Yet, when the bread was done and its fragrance spread throughout the farm, her unwilling neighbors were more than willing to help her eat it. "Won't you share with us?" they begged. "No," she answered. "Since you didn't help, you don't get anything." In the context of traditional values, the moral of the story is: you get what you work for. But those who have learned to think and see from the new global perspective are led to another conclusion. Listen to the kinds of questions the first grade teacher asked her class: "Why was the Little Red Hen so stingy? Isn't it only right that everyone gets to eat? Why wouldn't she share what she had with some who had none?" [5] The concerned mother who heard and reported this story asked, "What kinds of values were the children taught?" The new interpretation emphasizes love and sharing, but what is missing? How might it confuse a child's values? The answers are obvious. The children were taught socialist values. The new interpretation vilified values that had motivated Americans to be diligent, responsible and fair. The teacher's questions were actually strategic suggestions prompting the group to ridicule traditional values, to see reality and society from the new politically correct perspective, and to intimidate and shame anyone who dared to disagree. A new mental "framework" is vital to this paradigm shift [see chart]. But to launch the new system, the old patterns must be blurred and broken. The educational establishment knows that children who are fed a daily diet of biblical truth will resist their plans for change. They also know that students bombarded with strategic suggestions and idealized pagan images will probably reject Christianity. If schools can build the "right" kind of framework or filter in the minds of children early enough, the new global beliefs will fit right in. In other words, the battle for the hearts and minds of America's children will be won by the side that first trains children to see reality from its point of view. This paradigm shift was no mystery to Aldous Huxley, author of Brave New World. He wrote that education must provide a mental "framework... within which any piece of information acquired in later life may find its proper and significant place." [6] In the old days, that mental framework was the biblical world view. But Huxley, like most of today's change agents, called for a New Age/global framework. Like a filter, it blocks facts and ideas that don't fit, but welcomes input that strengthens the framework -- especially when communicated through stories and images that stir the imagination and arouse strong feelings. Focus on feelings, not facts This shift from factual education to feeling and experience-based learning began over seventy years ago. Through the decades, the strategies used to manipulate minds in the Soviet Union and Nazi Germany were developed, first at the Tavistock Clinic near London and later at Germany's Frankfurt Institute for Social Research. Their mind-bending methods soon spread to a rising number of psycho-social research centers in America. They were fine-tuned at Columbia, Harvard, Stanford and other American universities, at our regional educational laboratories and at the The Aspen Institute for Humanistic Studies where Elian Gonzales was remediated in preparation for his return to a Communist system. (See Elian Starts Re-Education) More recently, at the 1989 Governor's Conference on Education chaired by Bill Clinton, Dr. Shirley McCune, then head of the Mid-Continent Regional Educational Laboratory, summarized the policy in her keynote speech: "The revolutionS in curriculum is that we no longer are teaching facts to childrenS. We no longer see the teaching of facts and information as the primary outcome of education." [7] "What will take the place of logic, fact and analysis in the coming age?" This rhetorical question was raised by Dr. Donald A. Cowan, president emeritus of the University of Dallas. His revealing answer exposes an important step toward the new consensus: "The central way of thought for this new era will be imagination.... Imagination will be the active, creative agent of culture, transforming brute materials to a higher, more knowable state." [8] It's easy to see why visionary change agents would prefer to inspire the imagination rather than teach facts and logic. Unlike facts and convictions, the imagination can easily be manipulated. Today's popular books, games and other forms of edutainment bring all kinds of suggestions and images that confuse the old ways of thinking and promote the new values. They twist facts, turn right and wrong upside down, stir the imagination with unthinkable suggestions, redefine words, and give new meanings to old images such as the Little Red Hen. (See Establishing a Global Spirituality) Eventually, most students become conditioned to see everything through the new politically correct mental filter. The sight of an old social symbol (i.e. flag) or the sound of an word they have learned to hate (pastor, evil, capitalism, etc.) can now trigger emotional reactions that cannot be resolved with facts and logic. A simple example of this process was exposed by a Christian teacher in Sunnyvale CA. During a public elementary school assembly, the students sang the words of the Peacemakers' Planetary Anthem to the tune of the Star Spangled Banner. This melody, which has symbolized freedom to those who have loved America, now became a tactical trigger used to turn hearts from the old ways to the new vision: O Say can you see by the one light in all A New Age to embrace at the call of the nations, Where our children can play in a world without war Where we stand hand in hand in the grace of creation, Where the rivers run clean through forests pristine.... Inspiring, isn't it? The mental images behind those words illustrate the "visioning" part of Outcome-Based Education (OBE) as well as Total Quality Management (TQM). Both use the consensus process to create the collective consciousness needed for the new communities and social organizations. In the classroom, this process of change often begins with planned "visions" that plant vivid but unrealistic goals into children's minds and emotions. Next, students must learn to visualize scary images of the current crisis. The crisis is vital to the process. It provides the justification for environmental activism, government control, and unthinkable changes. So, in stark contrast to the lofty ideal in the song above, the students must learn to feel the pain of a dying earth abused by the ruling generation. The colorful classroom manual on global change, Rescue Mission Planet Earth, fits the bill. It is full of scary, sensational pictures and misguided children's opinions that fire the imagination and fuel anger. Trained teacher/facilitators turn this anger toward parents and grandparents who must bear the blame for destroying our planet. This is important, because -- as in totalitarian countries around the world -- children must learn to submit to state-defined values and loyalties -- not their parents or traditional values. In Rescue Mission Planet Earth, page after page of pseudo-science and twisted facts prepare the reader to follow the call to political action on behalf of the United Nations and planet Earth. Unless they know the facts, children and their teachers will have little resistance to the heart-breaking images of dying trees, starving children, abused women and an overcrowded planet drowning in pollution and rising oceans. It's all part of the plan: create and/or publicize a crisis, vilify the "enemy of the people", then market the pre-planned global solution to the world -- starting with the children. As in the former Soviet Union and Nazi Germany, the school becomes a boot camp for an army of angry and self-righteous rescuers, ready to argue using their feelings, not facts, against anything that opposes their new and narrow idealism. (See third point in Paradigm Shift) Rescue Mission Planet Earth is nothing less than "the children's version" of the United Nations' Agenda 21. Sponsored by UNESCO and other UN agencies and promoted by the President's Council on Sustainable Development (see Local Agenda 21), the propaganda-filled children's book helps create the needed "gap" between inspiring visions and a perceived crisis scary enough to evoke strong feelings, change values and motivate children to governement-led social action. "We have to re-orient education so that we turn out planetary carers (sic)," explained David R. Woollcombe [9], President of Peace Child International and head of the Rescue Mission Planet Earth project. He also serves as Consultant to the Global Vision Corporation,[10] a massive international NGO (Non-Governmental Organization) accredited to the UN Commission on Sustainable Development. Behind the backs of parents around the world, it works to transform the goals, the methods, the leaders, and the process of education. "And that," continued Mr. Woollcombe, "...requires, as Agenda 21 said, a re-orientation of education towards sustainable development. It's a revolution we're talking about here! It's going to require new materials, it's going to require much greater involvement by young people themselves in their own teaching and education, because actually, adults don't know as much and don't care as much about the environment as many young people do. And it's going to require a much better sort of facultative education, where teacher and students together are on this exploratory journey about how you can square the circle between economic growth and prosperity...." [11] Before you dismiss Global Vision's power and influence, consider a few of its partners and sponsors. They include UN agencies such as the United Nations Environment Programme (UNEP), the United Nations Development Programme (UNDP), the United Nations Children's Fund (UNICEF), the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Population Fund (UNFPA), the World Health Organization (WHO), the UN Centre for Human Settlements and the UN Centre for Human Rights. It also includes numerous foundations, environmental groups, educational institutions, and media and corporate giants such as the European Broadcasting Union (EBU), Princeton University Centre of International Studies, Columbia University Department of Religion, Mystic Fire Video, Apple Computer, Sun Microsystems, The Image Bank, Bell Labs, Robert Muller, Noel Brown, Federico Mayor, Nafis Sadik, Maurice and Hanne Strong (See World Heritage "Protection?"), Gro Harlem Brundtland (Head of The World Health Organization), the Dalai Lama, and movie moguls Bernardo Bertolucci and Martin Scorsese. All have joined their talents and resources in a common pursuit of the global consciousness envisioned by the United Nations. A "new way of thinking" In 1994, President Clinton's Council on Sustainable Development took a big step toward that global vision. It met with an influential group of like-minded change agents at the Presidio - the former army base in San Francisco that now houses the Gorbachev Foundation USA and dozens of other UN-related organizations. Its partners included the UN Enivironmental Programme, the EPA, the U.S. Departments of Education, Labor, State and Energy, the Council of Chief State School Officers, the American Federation of Teachers, Stanford, Colombia and other major universities, the Sierra Club... and the organizers of the Rescue Mission Planet Earth project. Their joint report, "Education for Sustainability," became a model for sustainable education. Quoting David Orr, author of Earth in Mind, it states, "One result [of formal] education is that students graduate without knowing how to think in whole systems, how to find connections, how to ask big questions, and how to separate the trivial from the important. Now more than ever, however, we need people who think broadly and who understand systems, connections, patterns and root causes There are now TWO Slick-D lists. If you need to reduce the volume, unsub from one or the other. Unsub from this list by sending an email to [EMAIL PROTECTED] To be removed from both, send email to both [EMAIL PROTECTED], [EMAIL PROTECTED] Have a great day. Rich Martin Moderator ____________________________________________________________ T O P I C A -- Learn More. Surf Less. Newsletters, Tips and Discussions on Topics You Choose. http://www.topica.com/partner/tag01
