from DeliberateDumbingDown Website
Her inside knowledge will help you protect your children from controversial methods and programs.
In this book you will discover:
Each chapter takes a period of history and recounts the significant events, including important geopolitical and societal contextual information.
Citations from government plans, policy
documents, and key writings by leading reformers record the rise of the
modern education reform movement. Americans of all ages will welcome this
riveting expose of what really happened to what was once the finest
education system in the world.
Iserbyt provides documentation that Direct Instruction, the latest education reform fad in the classroom, is being institutionalized under the guise of "traditional" phonics thanks to the passage of the unconstitutional Reading Excellence Act of 1998.
For over a twenty-five-year period the research used in this chronology has been collected from many sources:
In the process of gathering this information two beliefs that most Americans hold in common became clear:
Since most Americans believe the second premise - that providing basic educational proficiencies is not and should not be an expensive proposition - it becomes obvious that it is only a radical agenda, the purpose of which is to change values and attitudes (brainwash), that is the costly agenda.
In other words, brainwashing by our schools and
universities is what is bankrupting our nation and our children's minds.
If one adds the cost of higher education to this figure, one arrives at a total budget per year of over half a trillion dollars.
The sorry result of such an incredibly large expenditure - the performance of American students - is discussed on page 12 of "Pursuing Excellence - A Study of U.S. Twelfth Grade Mathematics and Science Achievement in International Context: Initial Findings from the Third International Mathematics and Science Study [TIMMS], a report from the U.S. Department of Education" (NCES 98 - 049).
Pursuing Excellence reads:
Obviously, something is terribly wrong when a $6,330 per pupil expenditure produces such pathetic results.
This writer has visited private schools which
charge $1,000 - per - year in tuition which enjoy superior academic results.
Parents of home - schooled children spend a maximum of $1,000 - per - year
and usually have similar excellent results.
Parents have been told for over thirty years,
The media has been convinced to join in the attack upon common sense views, effectively discrediting the perspective of well - informed citizens.
Documentation, when presented, has been ignored
and called incomplete. The classic response by the education establishment
has been, "You're taking that out of context!" - even when presented with an
entire book which uses their own words to detail exactly what the
"resisters" are claiming to be true.
Upon delivery of such proof, "resisters"
are consistently met with the "shoot the messenger" stonewalling response by
teachers, school boards, superintendents, state and local officials, as well
as the supposedly objective institutions of academia and the press.
Even I, who had observed these weird activities taking place at all levels of government, was reluctant to accept a malicious intent behind each individual, chronological activity or innovation, unless I could connect it with other, similar activities taking place at other times.
This book, which makes such connections, has provided
for me a much - needed sense of closure.
I want them to know that there were thousands of Americans who may not have died or been shot at in overseas wars, but were shot at in small - town 'wars' at school board meetings, at state legislative hearings on education, and, most importantly, in the media.
I want my progeny to know that whatever intellectual and
spiritual freedoms to which they may still lay claim were fought for - are a
result of - the courageous work of incredible people who dared to tell the
truth against all odds.
I want them to know that if
the government schools are allowed to teach children K-12 using Pavlovian/Skinnerian
animal training methods - which provide tangible rewards only for correct
answers - there can be no freedom.
People 'trained' - not educated - by such educational techniques will
be fearful of taking principled, sometimes controversial, stands when called
for because these people will have been programmed to speak up only if a
positive reward or response is forthcoming. The price of freedom has often
been paid with pain and loneliness.
From that time on, and with the advantage of having two young sons in the public schools, I became involved as a member of a philosophy committee for a school, as an elected school board member, as co-founder of Guardians of Education for Maine (GEM), and finally as a Senior Policy Advisor in the Office of Educational Research and Improvement (OERI) in the U.S. Department of Education during President Ronald Reagan's first term of office.
OERI was, and is, the office from which all the
controversial national and international educational restructuring has
As an American who had spent many years working abroad, I had experienced traveling in and living in socialist countries. When I returned to the United States I realized that America's transition from a sovereign constitutional republic to a socialist democracy would not come about through warfare (bullets and tanks) but through the implementation and installation of the "system" in all areas of government - federal, state and local.
The brainwashing for acceptance of the "system's" control would take place in the school - through indoctrination and the use of behavior modification, which comes under so many labels, the most recent labels being Outcome-Based Education, Skinnerian Mastery Learning or Direct Instruction.
In the seventies I and
many others waged the war against values clarification, which was later
renamed "critical thinking," which regardless of the label - and there are
bound to be many more labels on the horizon - is nothing but pure,
unadulterated destruction of absolute values of right and wrong upon which
stable and free societies depend and upon which our nation was founded.
It was an open-ended questionnaire beginning with:
My son brought it home from public school in fourth grade.
The questions were highly personal; so much so that they encouraged my son to lie, since he didn't want to "spill the beans" about his mother, father and brother.
The purpose of such a questionnaire was to find out the
student's state of mind, how he felt, what he liked and disliked, and what
his values were. With this knowledge it would be easier for the government
school to modify his values and behavior at will - without, of course, the
student's knowledge or parents' consent.
Published by Follett, this book instructed the teacher how to instill humanistic (no right/no wrong) values in the K-3 students. At the text's suggestion they were encouraged to take little tots for walks in town during which he/she would point out big and small houses, asking the little tots who they thought lived in the houses.
Poor or Rich?
When I complained about this non-educational activity at a school board meeting I was dismissed as a censor and the press did its usual hatchet job on me as a misguided parent. A friend of mine - a very bright gal who had also lived abroad for years - told me that she had overheard discussion of me at the local co-op.
The word was out in town that I was a "kook."
That was not a
"positive response/reward" for my taking what I believed to be a principled
position. Since I had not been "trained" I was just mad!
(Note: For those who like to eat dessert before soup, turn to page ____ and read the entry under 1946 concerning "Community - Centered Schools: The Blueprint for Education in Montgomery County, Maryland." This document was in fact the "Blueprint" for the nation's schools.)
When asked to write a paper expressing our views on the goals of education, I wrote that, amongst other goals, I felt the schools should strive to instill "sound morals and values in the students."
The superintendent and a few teachers on the committee zeroed in on me, asking
After two failed attempts to get elected to the school board, I finally
succeeded in 1976 on the third try. The votes were counted three times, even
though I had won by a very healthy margin!
Our change agent superintendent was more at home with a lie than he was with the truth.
Whatever good I
accomplished while on the school board - stopping the Planning, Programming
and Budgeting System [PPBS] now known as Total Quality Management [TQM] or
Generally Accepted Accounting Procedures/Generally Accepted Federal Funding
Reporting [GAAP/GAFFR], getting values clarification banned by the board,
and demanding five [yes, 5!] minutes of grammar per day, etc. - was tossed
out two weeks after I left office.
A retired teacher, who understood what was happening in education, paid for me to attend. This training program developed by Professor Ronald Havelock of the University of Michigan and funded by the United States Office of Education taught teachers and administrators how to "sneak in" controversial methods of teaching and "innovative" programs.
These controversial, "innovative" programs included health education, sex education, drug and alcohol education, death education, critical thinking education, etc. Since then I have always found it interesting that the controversial school programs are the only ones that have the word "education" attached to them! I don't recall - until recently - "math ed.," "reading ed.," "history ed.," or "science ed."
A good rule of
thumb for teachers, parents and school board members interested in academics
and traditional values is to question any subject that has the word
"education" attached to it.
I have never recovered from it. The presenter (change agent) taught us how to "manipulate" the taxpayers/parents into accepting controversial programs. He explained how to identify the "resisters" in the community and how to get around their resistance.
He instructed us in how to go to the highly respected members of
the community - those with the Chamber of Commerce, Rotary, Junior League,
Little League, YMCA, Historical Society, etc. - to manipulate them into
supporting the controversial/non-academic programs and into bad-mouthing
the resisters. Advice was also given as to how to get the media to support
This was not the
nation in which I grew up; something seriously disturbing had happened
between 1953 when I left the United States and 1971 when I returned.
This book is simply a history book about another kind of war:
The reason Americans do not understand this war is because it has been fought in secret - in the schools of our nation, using our children who are captive in classrooms.
The wagers of this war are using very sophisticated and effective tools:
The Hegelian Dialectic 4 is a process formulated by the German philosopher Fredrich Hegel (1770 - 1831) and used by Karl Marx's in codifying revolutionary Communism as dialectical materialism.
This process can be illustrated as:
The "Thesis" represents either an established practice or point of view which is pitted against the "Antithesis" - usually a crisis of opposition fabricated or created by change agents - causing the "Thesis" to compromise itself, incorporating some part of the "Antithesis" to produce the "Synthesis" - sometimes called consensus.
This is the primary tool in the bag of tricks used by change agents who are trained to direct this process all over the country; much like the in - service training I received.
A good example of this concept was voiced by T.H. Bell when he was Secretary of Education:
(Note: The reader might be
reminded that it was under T.H. Bell's direction that the Department of
Education implemented the changes "suggested" by A Nation at Risk - the
alarm that was sounded in the early 1980's to announce the "crisis" in
A good example with which most of us can identify involves property taxes for local schools.
Let us consider an example from Michigan:
Regarding the power of gradualism, remember the story of the frog and how he didn't save himself because he didn't realize what was happening to him?
was thrown into cold water which, in turn, was gradually heated up until
finally it reached the boiling point and he was dead. This is how
"gradualism" works through a series of "created crises" which utilize
Hegel's dialectical process, leading us to more radical change than we would
ever otherwise accept.
As I've said before, the wagers of this intellectual
social war have employed very effective weapons to implement their changes.
Whether an action is good or bad will be decided by a "Global Government's Global Conscience," as recommended by Dr. Brock Chisholm, Executive Secretary of the World Health Organization, Interim Commission, in 1947 - and later in 1996 by current United States Secretary of State Madeline Albright.
Is that the only criteria we have with which to measure whether war is war?
The tragedy is
that many Americans have died in other wars to protect the freedoms being
taken away in this one. This war which produces the death of intellect and
freedom is not waged by a foreign enemy but by the silent enemy in the ivory
towers, in our own government, and in tax - exempt foundations - the enemy
whose every move I have tried to document in this book, usually in
his/her/its own words.
The use of taxpayers' hard-earned money to fund Havelock's "Change
Agent Manual" was only one out of hundreds of expensive U.S. Department of
Education grants each year going everywhere, even overseas, to further the
cause of internationalist "dumbing down" education (behavior modification)
so necessary for the present introduction of global work force training. I
was relieved of my duties after leaking an important technology grant
(computer - assisted instruction proposal) to the press.
Only when all children in public, private and home schools are robotized - and believe as one - will World Government be acceptable to citizens and able to be implemented without firing a shot.
The attractive - sounding
"choice" proposals will enable
the globalist elite to achieve their goal:
the robotization (brainwashing) of all Americans in order to gain their
acceptance of lifelong education and workforce training - part of the world
management system to achieve a
new global feudalism.
The report to the European Commission entitled "Transatlantic Cooperation in Vocational - Projects of the Handswerkskammer Koblenz with Partners in the United States and in the European Union" by Karl-Jurgen Wilbert and Bernard Eckgold (May 1997) says in part:
Under section "e) Scientific Assistance for the Projects," one reads:
Just as Barbara Tuchman or another historian would do in writing the history of the other kinds of wars, I have identified chronologically the major battles, players, dates and places.
I know that researchers and writers with far more talent than I will feel that I have neglected some key events in this war.
I stand guilty on all counts, even before their well - researched
charges are submitted. Yes, much of importance has been left out, due to
space limitations, but the overview of the battlefields and maneuvers will
give the reader an opportunity to glimpse the immensity of this conflict.
This book, hopefully, identifies the "real" enemy and provides Americans involved in this war - be they plain, ordinary citizens, elected officials, or traditional teachers - with the ammunition to fight to obtain victory.
Entrevista a Charlotte
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Su testimonio es importantísimo porque trabajó como Consultor Senior de Políticas en la Oficina de Investigación Educativa y Mejora, parte del equivalente al Ministerio de Educación/Cultura de Estados Unidos durante la primera administración Reagan y durante muchos años directora de escuela en Maine.
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