The Drum Beat Rolls On – Part 6
If Virtue & Knowledge are diffused among the People, they will never be enslav'd. This will be their great Security. - Samuel Adams February 12, 1779
The importance of government-controlled education is understood and exploited to the greatest degree by the totalitarian states. Through the vehicles of mandatory attendance and monopoly control over curriculum, the totalitarian state see’s public schools as the means to mold the population into a harmonious collective will obedient to the dictates of those possess absolute political authority. Without question we have witnessed this in our public school systems with the over abundance of teachers and administrators that lean liberal.
What do we consider good teaching in this country as parents? Do we consider the teachers ability to attain objectives through challenging the fixed beliefs of the student and to suppress doubt and resistance to new ideas by exploiting the need to belong. Do we consider the teachers ability to accelerate acceptance of new lifestyle by constantly denouncing former beliefs and values? We as parents and as responsible citizens need to start to look at this objectively because the two questions I just asked are common techniques used by those that are in the business of reeducation and brainwashing better known as mind control techniques.
It is something that we do not want to except as a society that our children could be exposed to this but yes subversively this does take place and, we can’t blame all teachers because most just do the job that they are assigned and do a very well job at doing their chosen profession. We need to go back to who are setting the standards and curriculum for these teacher and the hidden agenda that they have placed in the minds of the teachers over the course of time that is now being passed down to the current generation of our school children.
We have to remember that the three main pillars to the move to communalism are mandatory partnership between the public sector, private, and the social sector managed and mandated to global standards. In education this is being achieved through the U.N. organization known as UNESCO, to establish laws International and National to lead the masses into a web of control that demands uniform, universal standards. In essence standardized beliefs and values, the standardization away from individuality and national autonomy with the education of our children that undermines the Rights guaranteed by our Constitution by forcing upon the youth to question personal values taught at home, but instead to conform to the new Global vision where the “land of free” will cease to exist.
To achive these goals the framework has been set to change the prevailing culture at the easiest avenue by targeting children to question the attitudes, values, norms, and accepted ways of doing things. Today standards have been set in this country that has traded academics for socialization and they flow directly from UNESCO to our federal agencies that in turn pass them down to state and local agencies.
One of these standards that we now see in our schools is the rewriting of history to meet a global paradigm. In the National Standards for United States History not a single one of the 31 standards set forth even mention the constitution, the revisionists who wrote these standards have gone from teaching our students to be proud of the achievements and heritage of this country and the figures that throughout history have made this country what it is today, to instead bring shame and anger and to drive wedges between students and parents. Students are being taught that they need to discard old ways of thought and to adopt a new world vision where the fact that for over two centuries, our nation offered shelter and freedom to the worlds oppressed, fought all across the globe to free those that were under the yoke of despotism is either no longer taught or is just a small footnote in over all history.
Instead today’s curriculum discredits and undermines nationalism, and long held standards such as capitalism and national sovereignty, to transfer children’s loyalties from America to a utopian global welfare state and from personal freedom to a global oneness. The increase in educators to move from traditional teaching to support cross national educational concerns at the expense of American concerns is alarming in the scope that our children are being influenced to hold up cultures that abandoned their enemy’s and citizens to cruel tortures and despotism as models of unity and tolerance. Surprisingly this movement has been largely funded by powerful globalist foundations such as the Danforth and Rockefeller Foundations as well as the U.S. Department of Education with the common goal to prepare students into believing that they need to better persons for a better world and to adopt the common vision of a planet without national boundaries, so that the battle for global governance can be won.
To compare some of this way of thinking that we are witnessing in our school systems here in the United States and around the world with the shift from relying on our own standards and educational beliefs, to a shift to globalism we need to take a look at how the Bolshevik’s after the 1918 takeover of Russia viewed the education system and the influence they could over the youth. In 1918 at the congress of education workers this was stated:
We must create out of the younger generation a generation of Communists. We must turn children, who can be shaped like wax, into real, good Communists.... We must remove the children from the crude influence of their families. We must take them over and, to speak frankly, nationalize them. From the first days of their lives they will be under the healthy influence of Communist children's nurseries and schools. There they will grow up to be real Communists.
Now with the influence of globalism and communalism that our children are exposed to we are seeing the same thing happening where the schools are attempting to shape and mold so to say the influence of morals and beliefs away from the influence of parents to the influence of liberalism and communalism. Dr. Thomas Sowell a senior fellow at Stanford University summed it up well when he wrote:
"At the heart of the socialist vision is the notion that a compassionate society can create more humane living conditions for all through government 'planning' and control of the economy....
"The rule of law, on which freedom itself ultimately depends, is inherently incompatible with socialism. People who are free to do as they wish will not do as the economic planners wish. Differences in values and priories are enough to ensure that. These differences must be ironed out by propaganda or power, if socialism is to be socialism. Indoctrination must be part of the program, not because socialist want to be brainwashers, but because socialism requires brainwashing.
"Idealist socialist create systems in which idealist are almost certain to lose and be superseded by those whose drive for power, and ruthlessness in achieving it, make them the "fittest" to survive under a system where government power is the ultimate prize.... The issue is not what anyone intends but what consequences are in fact likely to follow." -- Thomas Sowell, "A Road to Hell Paved with Good Intentions," Forbes (January 17, 1994); 62, 63, 64.
Those who ignore history are bound to repeat the mistakes made by previous generations, like Nazi youth today and tomorrow’s youth will neither have the facts nor the freedom needed for independent thinking. They are being taught to react, not to think, and in the end it sets up that when told they could do the unthinkable. When compulsory public education is placed in the hands of the state without options, it becomes a tool for political control and manipulation, the prime instrument for the thought police of the society. With total control every child passes through the same indoctrination process –learning the same revisionist history and the same “civic values” where they are taught to be obedient and loyal to the state and to disregard the core values that have made up this country for generations.
I have mentioned UNESCO’s role in this and we should examine one of the goals that in 1947 at its conception they wished to achive. In UNESCO’s: Its Purpose and Philosophy it is stated-
"Further, since the world today is in process of becoming one, and since a major aim of Unesco must be to help in the speedy and satisfactory realization of this process... Unesco must pay special attention to international education - to education as a function of a world society, in addition to its function in relation to national societies, to regional or religious or intellectual groups or to local communities."
"...taking the techniques of persuasion and information and true propaganda that we have learnt to apply nationally in war, and deliberately bending them to the international tasks of peace, if necessary utilizing them -- as Lenin envisaged - to 'overcome the resistance of millions' to desirable change
"Conclusion: ...The task before UNESCO... is to help the emergence of a single world culture with its own philosophy and background of ideas and with its own broad purpose. This is opportune, since this the first time in history that the scaffolding and the mechanisms for world unification have become available and also the first time that man has had the means... of laying a world-wide foundation for the minimum physical welfare of the entire human species. And it is necessary, for at the moment, two opposing philosophies of life confront each other from the West and from the East....
"You may categorize the two philosophies as two super-nationalisms, or as individualism versus collectivism; or as the American versus the Russian way of life, or as capitalism versus communism, or as Christianity versus Marxism. Can these opposites be reconciled, this antithesis be resolved in a higher synthesis? I believe not only that this can happen, but that, through the inexorable dialectic of evolution, it must happen....
"In pursuing this aim, we must eschew dogma - whether it be theological dogma or Marxist dogma.... East and West will not agree on a basis of the future if they merely hurl at each other the fixed ideas of the past. For that is what dogma's are -- the crystallizations of some dominant system of thought of a particular epoch. A dogma may of course crystallize tried and valid experience; but if it be dogma, it does so in a way which is rigid, uncompromising and intolerant.... If we are to achieve progress, we must learn to uncrystalize our dogmas." p. 61
"...society as such embodies no values comparable to those embodied in individuals; but individuals are meaningless except in relation to the community." p. 62
As we can see the U.N. has set the stage for a transformation of our youth and our politicians have followed along for many generations now with the apex now being realized under the current administration and the direction that it wants to take this country.