Saturday, May 2, 2015

LITTLE RED RIDING HOOD

                               #NO WAY ESEA    #NO WAY ESEA    #NO WAY ESEA
                                                              MAKE THIS GO VIRAL!!!

MENU FOR THE 21ST CENTURY:  COMMUNISM, SOCIALISM, FASCISM?

(1)Excerpt from "Clusters Promote Community Growth" article below :

"Metro United Way’s vice president of community investments, Geralyn Sheehan, calls the teams a pilot program for the entire nation, teaching residents throughout America how to reconnect with others to build a healthier community."

(2)Excerpt from last page of this post:

Humphrey-Hawkins Child and Family Services legislation (mid-1970s):

"Mr. Nixon not only vetoed the bill (Humphrey-Hawkins] but also fired off a scathing message to Congress, proclaiming that he would have no part in the “Sovietizing” of American Society. “Good public policy requires that we enhance rather than diminish both parental authority and parental involvement with children.”
                                                                              

ABCs of DumbDown: The Deliberate Dumbing Down of the Village


Reauthorization of ESEA  (SB 106)

http://edworkforce.house.gov/uploadedfiles/student_success_act_-_

(Why would Americans support legislation calling for such a totalitarian unconstitutional system, not just of government by unelected council, but related to education, health, and mental health as well, an agenda clearly spelled out  in the above quote from Metro United Way?)

If Americans don't support such a totalitarian system, they had better immediately email or telephone their Senators and Representatives and say NO WAY ESEA!

For the following reasons:

Senator Lamar Alexander's bill, which was unanimously passed  by the Senate Education Committee, and will be voted on shortly by the full Senate and House,  will institutionalize and make mandatory much of which is already going in all over the country, in bits and pieces, as I write, often decided on by unelected regional councils, tax-exempt community groups, etc.

See below for important article entitled  "Clusters Promote Community Growth", by staff writer Laura Ingram, the Gwinnett Daily Post of Lawrenceville, Georgia,  dated January 24, 1999, for documentation of what  has been going on certainly since 1999 in the United States of America, as many of us were sleeping (?)

Laura Ingram should be congratulated for a first-class job of documenting and reporting the facts related to plans to change our traditional form of government which allows for freedom of the individual to determine his/her own future.

 As an appetizer...so you know that the "Student Success Act" does in fact institutionalize much of what is discussed in  the "Clusters" article ... I am providing a very few direct quotes from SB 106, the ESEA Reauthorization Act, aka "Student Success Act" which relate to information in "Clusters Promote Community Growth" article:

Page 253, line 1:  "(iii) Effectively engage parents, families, and community partners and coordinated services between school and community."

Page 347, Title IV  "Safe and Healthy Students."

Page 350, 1.18 (4)  School-based mental health service providers.

Page 364, (B) Programs that support learning activities before and after school, summer, that extend the school day, week, or school year calendar.

Page 364, lines 10-17. Early identification of mental health symptoms and appropriate referrals to direct individual or group counseling services provided by school or community-based mental health services providers.

Page 367, line 3. (J) Schoolwide positive behavioral intervention and supports.
line 11:  "Use music, arts".

Page 368, line 3. Providing integrated systems of student and family supports and building teacher, principal, and other school leader capacity.

Page 368, line 17. PAY FOR SUCCESS...Initiatives that produce a measurable, clearly defined outcome.

The Reauthorization of ESEA, if passed, will institutionalize many, if not all, or possibly even "more"  of the activities and programs discussed in the following  entry entitled "Clusters Promote Community Growth", the Gwinnett Daily Post of Lawrenceville, Georgia,  dated January 24, 1999, included in the deliberate dumbing down of america, a FREE download at the deliberate dumbing down of america  pages 438-443.

SPEAKING OF “LITTLE RED RIDING HOOD,” THE JANUARY 24, 1999 ISSUE OF THE GWINNETT Daily Post of Lawrenceville, Georgia contained an article by staff writer Laura Ingram entitled “Clusters Promote Community Growth.”

Ingram's article describes a second-step phase of a “systems change” effort outlined in a joint publication from the U.S. Department of Education and the U.S. Department of Health and Human Services, Together We Can. The article, which illustrates the shift from representative (elected) government to regional (unelected) governance with its “Big Bad Wolf” use of partnerships to accomplish its goals, is included in its entirety below:

Unique groups called Community Cluster Care Teams were born last April, comprised of 12 Gwinnett communities, and have taken their first steps toward uniting sections of the county into neighborhoods.
“The entire community needs to get involved,” said Suzanne Brighton, coordinator for the teams. “We need to look at the environment we’re raising our children in. Everybody has a responsibility to create a healthy environment where children can grow.” Parents, teachers, senior citizens, clergy, business people, school officials and social service workers first met this new creation April 15 at a conference called “Together We Can,” sponsored by the Gwinnett Coalition for Health and Human Services and BellSouth. The 200 participants split into 12 groups based on high school clusters and came up with particular ways to improve each cluster/community. But they did not stop at just a sketch. The 12 teams continued meeting through out the year, drawing more community members and resources into their group, and creating strategic plans to accomplish their goals and shrink scary statistics that show children finding their way into drugs, pregnancy and violence.
 
This fall, their imperative to heal and unite their neighborhoods took shape as tree plantings, youth dialogues, new youth basketball teams, grandparent adoptions and bilingual services.
 
Metro United Way’s vice president of community investments, Geralyn Sheehan, calls
the teams a pilot program for the entire nation, teaching residents throughout America how to reconnect with others to build a healthier community.
 
[Ed. Note: To further illustrate what the U.S. Department of Education and U.S. Department of Health and Human Services book Together We Can: A Guide for Crafting a Pro-family System of Education and Human Services (Contract #RP912060001: Prism DAE, a division of DAE Corporation: Chevy Chase, Maryland, 1993) outlined as a blueprint to follow for “local systems change,” the writer will offer some excerpts from this publication. Jointly signed by Secretary of Education Richard W. Riley and Secretary of Health and Human Services Donna E. Shalala, the foreword to this book reads:


This book was developed jointly... to help communities improve coordination of education, health and human services for at-risk children and families. Together We Can: A Guide for Crafting a Pro-family System of Education and Human Services reflects the work and experience of a study group of researchers and front-line administrators and practitioners working with promising programs that link education and human services. Together We Can leads the reader through a five-stage collaborative process with milestones and landmines portrayed
through vignettes and case studies describing the personal experiences of the study group members.]

Together We Can is a practical guide that can assist local communities in the difficult process of creating a more responsive education and human service delivery system. The guidebook emphasizes the effective delivery of supports for families, a crucial step toward assuring the future success of America’s children. Recognizing that the current system of programs serving children is fragmented, confusing and inefficient, the guidebook advocates a radical change in the service delivery system. It encourages a holistic approach in treating the problems of children and families; easy access to comprehensive services; early detection of problems and preventive health care services; and flexibility for education, health and human services. We believe this guide is a practical tool for the many communities that are working to create more comprehensive, family-focused service delivery systems for children and their  families.


[Ed. Note: This is pure, unadulterated “communitarianism,” which is defined as: “communitarian—
a member or advocate of a communistic community” (p. 288) and “ism”—a doctrine, theory, system” (p. 474) in Webster’s New World Dictionary of the American Language (William Colliers—World Publishing Co., Inc.: New York, 1976.), the system we have been told is “dead.”]

In the preface to Together We Can we find the following:

Across America, people are recognizing that all of the institutions and agencies whose mission
is to nurture and strengthen children and families must collaborate....


The U.S. Department of Education and the U.S. Department of Health and Human Services charged the School-Linked Integrated Services Study Group with capturing the experiences of collaborative endeavors across the country and creating a guide for integrating services....

Basic to the guide is the concept of systems change [emphasis in original]. We define systems change as a revision of the ways that people and institutions think, behave, and use their resources.... The Study Group believes collaborative strategies [emphasis in original] are the key to systems change.... Collaborative strategies, in which partners share a vision, establish common goals, and agree to use their power to achieve them are necessary; commitment of resources and willingness to alter existing policies are a vital part of such strategies. Most importantly, the children and families who participate in our education and human service systems are essential to its reinvention. They are indispensable partners with educators, human service professionals, business leaders, civic and religious leaders, leaders of community-based organizations, and other citizens in creating the pro-family system that the guide envisions.
The School-Linked Integrated Services Study Group consisted of representatives of: “Institute for Educational Leadership,Washington, D.C.; Florida International University Human Resource Service Professional Development Center, Miami, Florida; Walbridge Elementary School, St. Louis, Missouri; National Center on Adult Literacy, Philadelphia, Pennsylvania; Center for Collaboration for Children of California State University, Fullerton, California; Prince Georges County Public Schools, Suitland, Maryland; San Diego City Schools, San Diego, California; Public School 146M, New York City; Savannah-Chatham County Youth Futures Authority, Savannah, Georgia [Anna Casey grant recipient which promoted school-based clinics]; School of Education at Stanford University, Stanford, California; Early Childhood and Family Education division of North Central Regional Educational Laboratory, Oak Brook, Illinois; Danforth Foundation, St. Louis, Missouri; Cities in Schools, Charlotte, North Carolina; Community Education Leadership Project of the Institute for Educational Leadership, Washington, D.C.; Better Boys Foundation, Chicago, Illinois; National Center for Services Integration of Mathtech, Inc., Falls Church, Virginia; Community Schools of Rochester City School District, Rochester, New York; Clinic Services/Family Counseling Center of the Massachusetts Society for Prevention of Cruelty to Children, Boston, Massachusetts; Lansing School District, Lansing, Michigan; Parent Action, Baltimore, Maryland; New Jersey Department of Human Services, Trenton, New Jersey; School of the Future of El Centro Familiar Office of the Family Service Center, Houston, Texas; New York State Department of Education, Brooklyn, New York; Walbridge Caring Communities Program, St. Louis, Missouri; and a practicing psychologist.”

[Ed. Note: In the interest of fully informing the reader of just exactly what these projects are about and hope to accomplish, the writer is including highlights of a two-part appendix which are so totally invasive and frightening in their implications that they should relegate George Orwell’s 1984 to the “light reading” stacks!]

Appendix A
Checklist 1

Process for Crafting a Pro-family System of Education and Human Services
 
 
Stage One: Getting Together
• Has a small group decided to act?
• Do the players meet the following criteria for membership in the collaborative:
 
___clout;
 
___commitment; and
 
___diversity?
 
 
• Are the right people involved…
• Have partners reflected on their work and celebrated their accomplishments?
 
 
Stage Two: Building Trust and Ownership
 
• Has the collaborative conducted a comprehensive community assessment that...
 
___produces a profile of child and family well-being in the community; ...
Have partners defined a shared vision and goals for changing education and human services?...
 
Stage Three: Developing a Strategic Plan
 
• Has the collaborative narrowed its focus to a specific neighborhood for launching a service delivery prototype?
• Has the collaborative conducted a neighborhood analysis...
• Has the collaborative defined the target outcomes?…
• Is a mechanism in place for using program-level intelligence to suggest system-level changes?...
 
Stage Four: Taking Action
• Is the collaborative evaluating progress by:
___using process evaluation techniques; and
 
___measuring outcomes? (Poster's comment:  Prof .B.F. Skinner, total quality management)

• Have partners reflected on their work and celebrated their accomplishments?
Stage Five: Going to Scale

• Has the collaborative built a formal governance structure?...

•  Is the collaborative promoting change in the federal government's role in delivering services for children and families?

• Is the collaborative continuing to reflect and celebrate as it “climbs the mountain” of systems change?

Checklist 2

Indicators of Systems Change

Are agency agreements in place?...

Do program-level information and intelligence trigger policy-level changes across multiple systems?...
 Have partners developed shared information systems?

Is there ready access to each other’s records? ...
• Have agencies replaced separate in-house forms to gather the same kind of information with a common form used by all members or other organizations to establish program eligibility? Assess case management needs? Develop case plans? Have partner agencies incorporated the vision and values of the collaborative at their administrative and staff levels?
• Have partners altered their hiring criteria, job descriptions, and preservice or in-service training to conform to a vision of comprehensive, accessible, culturally appropriate, family-centered, and outcome-oriented services? ...
• Are outcome goals clearly established?
Has the collaborative used its data collection capacity to document how well children and families are faring in their communities and how well agencies and child-serving
institutions are meeting their mandates? ...

Are outcomes measurable? Do they specify what degree of change is expected to occur in the lives of children and families during what period of time?
• Is shared accountability a part of outcomes that reflect education, human service, and community goals and objectives? Has the collaborative devised a financing strategy to ensure long-term funding? (Poster's note:  Watch out taxpayers!)
Has the collaborative gained legitimacy in the community as a key vehicle for addressing and resolving community issues regarding children and families? (Poster's Note:  Definition of "gaining legitimacy..." = BRAINWASHING.)
• Are the collaborative’s positions on community issues supported by commitments from public and private service providers, the business community, and the church and neighborhood based organizations whose members are often most directly affected by collaborative decision making?"


[Ed. Note:  The above activities are advocated and coordinated through a center which was established with taxpayers’ money and is described in the following explanation of its activities:


National Center for Services Integration

The National Center for Services Integration (NCSI) was established in late 1991 with funds from the U.S. Department of Health and Human Services and private foundations to improve life outcomes for children and families through the creative integration of education, health and human services. The center itself is a collaboration of six organizations: Mathtech, Inc.; the Child and Family Policy Center; National Center for Children in Poverty; National Governors’ Association, Policy Studies Associates; and the Yale Bush Center.
It also receives guidance from distinguished advisors knowledgeable about the issues and institutions concerned with service integration. The primary purpose of NCSI is to stimulate, guide, and actively support service integration efforts throughout the entire country. To accomplish its mission, NCSI has undertaken a variety of activities through its Information Clearinghouse on Service Integration and a Technical Assistance Network. The Clearinghouse, which is operated by the National Center on Children in Poverty at Columbia University, collects and disseminates information and materials on service integration issues and related topics. They have developed a computer directory of service integration programs, a separate directory of organizations, and an extensive research library
collection that can provide information and support to community-based programs. Individuals, organizations, and localities can access any of the Clearinghouse services.…The Technical Assistance Network, which is operated by Charles Bruner of the Child and Family Policy Center [Kids Count] and Mathtech [government contractor for the evaluation of sex education programs], brings together leading service integration planners, practitioners, administrators, and experts to exchange ideas and information, to develop written resource materials for communities and practitioners and to convene working groups composed of persons in the forefront of particular issues to develop strategies for successfully resolving some of the challenges facing communities and governmental entities involved in service integration efforts.]


[Ed. Note: If the reader has any questions about why school-based clinics, school-to-work, community education programs, year-round schools, one-stop training centers, and all of the other “locally conceived” programs have come into their communities with such force and fundamental support, the above federally funded and conceived plans should answer them. Together We Can brings together national and international plans for socializing all services to our citizenry. One example is the International Year of the Child proposals which originated in 1979 and are hereby funded, formatted, and fulfilled in Together We Can’s “how-to” instruction manual. These are the processes necessary to create the “perfect human resource”—the global worker. President Nixon vetoed the child and family legislation encompassing all of the above activities (the Humphrey-Hawkins Child and Family Services Act) in the mid–1970s, calling it the most socialistic legislation he had ever seen. The New York Times carried an article by Edward B. Fiske entitled “Early Schooling Is Now the Rage” in its April 13, 1986 issue which explained:

Mr. Nixon not only vetoed the bill (Humphrey-Hawkins] but also fired off a scathing message to Congress, proclaiming that he would have no part in the “Sovietizing” of American Society. “Good public policy requires that we enhance rather than diminish both parental authority and parental involvement with children.”

This comprehensive program links almost every entry in this book, from cradle to grave. None of this could have been accomplished without the use of behaviorist methods and change agent tactics carefully documented in this book. Americans would not have willingly turned over decision making in these areas unless manipulated into doing so; no one ever voted to conduct our government in this manner. The Montgomery County Blueprint of 1946—fifty-plus years ago—spelled out this approach. In the Blueprint Paul Mort pointed out that it takes fifty years to accomplish “systems change.” He was right on target.]














     


THE SIX (SICK?) C's CONTINUED

                     
                                                #NO WAY ESEA    #NO WAY ESEA    #NO WAY ESEA


IS HEARTLAND AN EMBARRASSMENT TO ITS CONSERVATIVE DONORS?

(If not, the United States and its citizens are in BIG trouble!)

http://abcsofdumbdown.blogspot.com/2015/05/the-six-sick-cs.html

Why is Herbert Walberg, an internationally-known behavioral psychologist, serving as "senior fellow" at the "conservative" Heartland Institute?



From a page on Heartland's website:

"Dr. Herbert Walberg is a senior fellow with The Heartland Institute and chairman of its Board of Directors. He is also a visiting fellow at the Hoover Institution and a member of the Koret Task Force on K–12 ".



A quote from the blog link above "Six (Sick?) C's":

"Professor Walberg has also  co-authored a book entitled  Rewards which calls for the education system (teachers) to use the dog-training outcomes/performance/competency/results-based rewards system on your children.  This behavior modification method was developed by Russian Ivan Pavlov and Harvard's Professor B.F. Skinner."









Paying Students for Achievement: Does It Work? | Heartlander Magazine










Here is a quote  from  the Project on Alternatives in Education in 1981 that Walberg  was a part of. This report included the work of top Change Agents to destroy education in America!


"But in addition to basic skills in reading, writing, and mathematics and even such higher mental abilities as understanding and critical thinking, Americans have long sought more from the public schools for their children -- education toward such fundamental ideals as civic responsibility, physical and mental health, vocational and career preparation, moral and ethical conduct, and more . Are the schools achieving these ideals today? Although the ranges of fact and opinion are wide, it seems clear that support for public education has faltered."




DO NOT THINK FOR ONE MOMENT THAT WHAT WAS PROPOSED IN THE 1981 STUDY, AND NOW BEING SOLIDIFIED BY THE LIKES OF COMMON CORE AND THE POSSIBLE PASSAGE OF THE REAUTHORIZATION OF THE ESEA ACT, WILL INCULCATE CHRISTIAN VALUES OR AMERICAN FREEDOMS!
 
REMEMBER GOD AND THE BIBLE ARE ALREADY BANNED  IN PUBLIC SCHOOLS.
 
 
CHRISTIAN SCHOOLS,THROUGH THE ACCEPTANCE OF GOVERNMENT FUNDING,
ARE ALREADY REQUIRED TO TEACH TO STATE CORE STANDARDS IN THE AREAS WHERE FEDERAL MONEY OR SERVICES ARE  APPLIED THROUGH THE LEA (LOCAL EDUCATION AGENCY).  
 
 
ATTENTION CATHOLICS:

Please note the information on Robert Marzano who has been "embraced" by the NCEA (National Catholic Education Association).  He proposes "Controlled Chaos" in the classroom through "Reinventing the Classroom."  He also states that COMMON CORE IS SECOND ORDER CHANGE!
http://www.reinventingschools.org/about/the-risc-approach-to-schooling/

Marzano also suppports "Second Order Change".


SECOND ORDER CHANGE:

"SECOND ORDER CHANGE: Educator John C. Hillary discussed Second Order Change in a 1990-91 issue of "Outcomes" (OBE). He described SOC as "framing the social system causing ambiguity, discontinuity, anxiety, frustration, paranoia, cynicism and anger. The eventual outcome is a transformed  or renewed organization. It requires one to violate or challenge the established culture."



The "established culture" to be violated is our Christian culture. It will be replaced by godless globalism, socialism, and communism if we allow change agents and behavioral psychologists
have their way.
 
 
 




 
 
 






 
   





 

Friday, May 1, 2015

THE SIX (SICK?) C's

                                   NO WAY ESEA, NO WAY ESEA, NO WAY ESEA.

Carnegie's Communist Common Core Choice/Charters


ABCs of DumbDown: "Birds of a Feather Flock Together"   


Documentation for information in this post is at the deliberate dumbing down of america,  FREE download at deliberatedumbingdown.com,  and at American Deception.com.  See bolded quote below taken from 3D, page 169.
 
 
Also, the complete 76-page document entitled A BROAD-GAUGED RESEARCH/REFORM PLAN FOR SECONDARY EDUCATION—IN THE TRADITION OF THE EIGHT-YEAR STUDY, ”proposed by  the Project on Alternatives in Education (PAE)",  a federally and tax-exempt foundation-funded project, is available as a FREE download at American Deception.com. Type "NEA" into  American Deception.com search engine and scroll down to :
 
Project_On_Alternatives_In_Education-Goodlad-Tyler-NEA-
1981-76pgs-GOV-EDU.sml.pdf
 
 
 
By the way, The Eight-Year Study, 1933-1941,  referenced  below, was  funded and carried out by the Carnegie Corporation of New York. The Eight-Year Study was the pilot for  Skinnerian Outcomes-Based Education...OBE (Carnegie's Communist Core).
 
 
 
What does all of this have to do with the Reauthorization of the Elementary and Secondary Education Act?
 
PLENTY.   Amongst other things, it calls for tax-funded school choice/charters with unelected boards, and much, much more.
 
 
3D, page 169.  “A BROAD-GAUGED RESEARCH/REFORM PLAN FOR SECONDARY EDUCATION—IN THE TRADITION OF THE EIGHT YEAR STUDY" proposed by The Project on Alternatives in Education (PAE) in 1981, was submitted for consideration and received funding from the U.S. Department of Education and the National Education Association. The project was conducted by leading American change agents, including Mario D. Fantini, John Goodlad, Ralph Tyler, Ronald S. Brandt, Herbert J. Walberg and Mary Ann Raywid. Explanatory cover sheet of the grant proposal was submitted on “The John Dewey Society” letterhead.  PAE called for publicly funded choice schools using “effective school [outcome-based education] research” and principles of the Eight-Year Study.  These called for “inculcation of social attitudes, development of effective methods of thinking, social sensitivity, better personal-social adjustment, acquisition of important information, consistent philosophy of life,” etc.

 
Birds of a Feather Flock Together?            
 
Who would ever have dreamed that a well-known, so-called "conservative" group, Heartland Institute, would be lead by the well-known (in change agent education circles, that is) Professor Herbert Walberg?
 
 
                                                                            
 
 
                                                                                          
 
 
Professor Walberg has also  co-authored a book entitled  Rewards which calls for the education system (teachers) to use the dog-training outcomes/performance/competency/results-based rewards system on your children.  This behavior modification method was developed by Russian Ivan Pavlov and Harvard's Professor B.F. Skinner.  This method is essential since United States education is no longer academic education for the upward mobility of your children, but is morphing into the Soviet lifelong workforce training (polytechnical) system which will "train"  your children for specific jobs in the global economy. 
 
 
Professor Herbert Walberg, actively worked with internationally-known, and federally-and tax-exempt foundation-funded leftist education change agents involved with the 1981 federally-funded Project on Alternatives in Education (PAE) which is a research project focused on school choice/charter schools, and which includes a paragraph regarding the activities of the late Theodore Sizer. (American Deception link) The late Professor Theodore Sizer,  whose Annenberg/corporate-funded model Coalition of Essential Schools, New American School Development Corp (NASDC),  is basically the Chicago "small schools" charter school model necessary for school- to- work training.  Sizer's philosophy is the same as Hitler's : "Less is More" Mein Kampf by Adolf Hilter (Stackpol Sons Publishers: Germany, 1939) following quote found on page 70 of PAE document (American Deception,com) for reference to Theodore Sizer's involvement in this study:
 
"(2) The adequacy of prevalent assumptions regarding adolescents and how they learn ; (3) The high school curriculum, and its relation to educational purposes on the one hand, and to students on the other ; and (4) Modifications needed in the high school in light of both the foregoing and the schools' institutional history . This study is just being organized, under the direction of Ted Sizer."
 
It is this writer's opinion that the Common Core parents are opposed to in the United States is very likely the Robert Muller World Core Curriculum, which reflects Prof. Sizer's "Less is More" curriculum.  Go to 3D, page 260 for information related to use by the Eugene, Oregon School  District 4J of the Robert Muller Curriculum.
 
 
Excerpt:  This [Robert Muller Curriculum] ASCD framework was used by the Eugene, Oregon School District 4J as a guide for development of their Education 2000 Elementary Integrated Curriculum K–5. Characteristics of the Curriculum:
What are some of the characteristics of the new curriculum?
 
 First, it expands the traditional understanding of “basic skills” to include dimensions of thinking as well as language arts, mathematics, physical and social skill development. It shifts what is required from many individual bits of content to major themes and related concepts.... With the former curriculum, elementary students were expected to master 2,175 separate bits of information that included skills, concepts and content organized within eight discrete disciplines. The new K–5 Education 2000 Curriculum requires mastery of only six major themes, 60 concepts and 132 core skills organized within three curriculum strands. This revision greatly reduces the fragmented nature of the former curriculum and significantly decreases the number of specific requirements to approximately one-tenth of the original number. 
 
WHAT A DUMBDOWN!
 
 
Let me point out that the change agents mentioned in this post are/were, over a period of fifty-plus years, responsible for the "deliberate dumbing down of america" and for the brainwashing of our children and our teachers in " New Age globalism" and the destruction of  traditional American values. Their goal, as is the goal of the UN, UNESCO, OECD, etc. is a Communist New Age/Anti Christian/New World Order Education System.
 
 
PAE's  letterhead, with attached request for tax funding, states at the top "The John Dewey Society".
 
The following well-known change agents are listed as members of the Steering Committee:  the late John Goodlad, probably the most well-known leftist/globalist change agent in the world, and the late Ralph W. Tyler, of almost equal fame in controversial educational assessment and curriculum development (Communist Common Core being the most recent label).
 
 
Both Goodlad's and Tyler's goals, over a period of at least 50 years, involved changing the United States' highly successful academic education system to an international lifelong workforce training system, in which Americans will be controlled  for life by the unelected council form of government (soviet) under "community schools/hubs of the community" which will provide "all" services:  workforce training, leisure, sports, arts, health, mental health, abortion, etc.
 
 
National Alliance of Business stated in a promotional flyer published in the nineties:  "WORKFORCE TRAINING KINDERGARTEN- AGE 80"!!!!!!!!!!!!!!!
 
 
The Steering Committee for the Project on Alternatives, aside from  change agents  mentioned above, included Ronald S. Brandt of the Association for Supervision and Curriculum Development (ASCD is a strong supporter of Robert Muller's World Core Curriculum) and Mario Fantini, author of "Public Schools of Choice". 
 
 
 
Background on Ron Brandt and his support for Robert Marzano, developer of Tactics for Thinking, a framework for teaching thinking developed at the U.S. Department of Education-funded Midcontinent Regional Educational Laboratory (McREL) and published by ASCD in 1986, can be found at 3D, pages  248-249.
 
Excerpt from 3D:  "Tactics for Thinking has recently been the target of critics who argue that it “brainwashes” children and advances a “New Age” agenda of one-world government.  Tactics, according to ASCD Executive Editor Ron Brandt, 'gives teachers a practical way to teach their students to think well.'"  Tactics for Thinking includes brainwashing methods developed by Russian psychologists.
 
 
Catholic parents should click on following link for proof of Marzano's involvement in the restructuring of Catholic education and Catholic Common Core.
 
      
 
                                                                               
 
 
 
Under Synopsis, The Project on Alternatives in Education...A broad-gauged research/reform plan for secondary education -- in the tradition of the famous [Carnegie Eight-Year, 1933-1941 Study] The Project on Alternatives in Education cover sheet states:  "The editors express gratitude to the many organizations and people contributing in various ways to this document.  Special acknowledgment goes to the National Institute of Education, the National foundation for the Improvement of Education, the Johnson Foundation, the John Dewey Foundation, the Pedamorphosis Foundation, the Association for Supervision and Curriculum Developmenet, and the John Dewey Society, all of which have provided financial support." 
 
 
Herbert J. Walberg
Senior Fellow, Education       
 
Phone:  312/377-4000
Email: 
 
 
 
 
 
 
Dr. Herbert Walberg is a senior fellow with The Heartland Institute and chairman of its Board of Directors. He is also a distinguished visiting fellow at the Hoover Institution and a member of the Koret Task Force on K–12 Education, and a professor emeritus and University Scholar at the University of Illinois at Chicago. His research focuses on educational productivity and human accomplishments.
 
Dr. Walberg has written and edited more than 60 books and 350 articles on such topics as the causes and effects of learning, teaching and instructional effectiveness, national comparisons of achievement, and educational measurement and evaluation, which have appeared in widely circulated journals, including Daedalus, Educational Leadership, Kappan, and Nature and in such newspapers as the Chicago Tribune, Wall Street Journal, and Washington Post.
 
Dr. Walberg is coauthor of several books published by or in association with The Heartland Institute, including We Can Rescue Our Children (1988), Education & Capitalism (2003), and Let’s Put Parents Back in Charge! (2004, 2005).
 
Dr. Walberg was elected a fellow of the American Association for the Advancement of Science, the Royal Statistical Society (London), the American Psychological Association, the Australian Association for Educational Research, and most recently appointed by President George W. Bush to the twelve-member National Board for Education Sciences. Additionally, he serves as the vice president of the International Academy of Education.
 
Dr. Walberg has held research posts at the Educational Testing Service and the University of Wisconsin and has taught at Harvard University. He was an adviser to former U.S. secretary of education William Bennett. He has been frequently called to testify before U.S. congressional committees and federal courts on educational matters.
 
Dr. Walberg earned his Ph.D. in educational psychology from the University of Chicago.
 
 
 
 
School Choice: The Findings is the most comprehensive and up-to-date survey available summarizing...
 
 
 
 
 
 
 

Wednesday, April 29, 2015

Wake Up, Catholics, Part 7


                                                                       

                                                              


         The Renaissance, "Inner Experience", and Nouvelle Theology

                                                                                              By Betsy Kraus


Because the Modernists and Neo-Modernists believed that there was no longer any certainty of what God had revealed, religious knowledge would have to become sourced through the "inner experience" of mysticism and contemplation. Like the Modernistic theologians of pre and post-Vatican II, some Catholics thinkers and clerics in the Renaissance period also made the case for inner experience. They discredited Scholasticism by poisoning it with the Humanism of classical antiquity and the pagan system of Neoplatonic mystical contemplation.

                                                                          



"The Renaissance Men"
During this Renaissance period, the Platonic Academy of Florence was founded by the Greek, Georgius Gemistus Pletho. (1355-1452/54) It was then led by Marsilio Ficino (1433-1499), Giovanni Pico della Mirandola (1463-1494), Nicholas of Cusa (1401-1464), and Bishop Basilios Bessarion (1403-1472). Pletho pioneered a Greek revival in Western thought through his teachings on Neo-Platonism. As he was a polytheist, he advocated a return to the ancient Olympian Gods, and he also promoted the reorganization of the Byzantine Empire according to Plato’s Republic. Bishop Bessarion was Pletho’s pupil. 

The cleric, Ficino, was one of the most important of the Renaissance thinkers. His Platonic Theology, much like some Modernist thinkers, included an animistic natural philosophy, according to which a World Soul is imminent in the material world, imparting motion, life, and order. He held that this monadic pagan tradition, including "natural magic", espoused a pious philosophy that in fact presaged and confirmed Christianity. The teachings of Pico, along with Neoplatonism contemplation, magic, Hermeticism, and "Platonic Love/homoeroticism" were embedded in the Platonic Academy of Florence. 

Some claimed the teachings of St. Augustine to justify their heresies. However, St. Augustine knew the writing of Plotinus and was obliged to exclude his interpretation of Platonism and the many tenets of the Neo-Platonic school. Some of his earlier work included Neo-Platonic concepts, but eventually he abandoned those after studying the Bible. Even so, apparently there was still much of medieval "Augustinianism" that was too near Protestant belief and it was rejected by the Council of Trent in 1545.



The inner experience of the contemplation of Neoplatonism and the Renaissance might be understood by looking at the work of an early major Neoplatonist thinker, Plotinus (A.D. 205-270), who belonged to the Platonic Academy of Athens. This Academy taught that God (Monad) was an Over-Being or over-Mind. From this Over-Being emanates the Intellect (Nous). The Intellect then emanates the World-Soul and from the World-Soul emanates the Forces including the human soul. He taught that man, being part body and soul, was both spiritual and material. It was man’s duty to return to God. To do this, the soul withdraws from the world by purification, contemplation of the intellect, and contemplation of God. Through this ecstasy granted by God, man becomes a spiritual being. He commands all the powers of nature and bends the will of demons. He sees into the future and shares the vision of God.

                                                              



In Plotinus’ "Enneads", his system reveals a mystical syncretism of the previous philosophies "an emanative and pantheist Monism absolutely indetermined, the absolutely Good through emanations (logoi spermatikoi), matter inactive, and the principle of imperfection. The human soul had its existence in the world-soul until it was united with matter." (1) Contemplation rejoins the human soul to God, and, thus, man becomes God. "Emanationism" was condemned by the Church long ago. 

Compare the above to the true Christian mystical contemplation with its Purgative, Illuminative, and Unitive steps. "Those supernatural acts or states which no effort or labour on our part can succeed in producing, even in the slightest degree or for a single instant, are called mystical.  Mystical states are called, first, supernatural or infused, by which we mean manifestly supernatural or infused; secondly, extraordinary, indicating that the intellect operates in new way, one which our efforts cannot bring about; (Emphasis, Ed.) (2)

"A tendency so universal and so persistent as that of Mysticism, which appears among all peoples and influences philosophical thought more or less throughout all centuries, must have some real foundation in human nature. There is indeed in the human soul a natural desire for, an aspiration towards the highest truth, the absolute truth, and the highest, the infinite good. We know by experience and reason that the knowledge and enjoyment of created things cannot give the fullness of truth and the perfection of beatitude which will completely satisfy our desires and aspirations. There is in our soul a capacity for more truth and perfection than we can ever acquire through the knowledge of created things…. The Catholic Church, as guardian of Christian doctrine, through her teaching and theologians, gave the solution of the problem. She asserted the limits of human reason: the human soul has a natural capacity (potentia obedientialis), but no exigency and no positive ability to reach God otherwise than by analogical knowledge. She condemned the immediate vision of the Beghards and Beguines …the pseudo-Mysticism of Eckhart… and Molinos…the theories of the Ontologists…and Pantheism under all its forms... as well as the vital Immanence and religious experience of the ModernistsProtestantism, by its negation of all ecclesiastical authority and by advocating a direct union of the soul with God, had its logical outcome in a Mysticism mostly pantheistic." (Emphasis, Ed.) (3)

The Renaissance thinker, Nicholas of Cusa, seems to be a mentor to some of the Nouvelle theologians. He was especially concerned with "scientism", which was used by anti-clericals as well as religious scholars to deny the truth of Catholic Traditions, Dogma, and ecclesiastical authority. At one point, he supported the supremacy of the general councils over the authority of the Pope. He included the elements of mysticism and Platonism into Christian Faith. "Nicholas was instrumental in developing the concept of ‘panentheism,’ the idea that God is present in all things and yet transcends all things. His fundamental precept, ‘coincidentia oppositerum’ (the ‘coincidence of opposites’), was a key concept of the Reformation and replaced the medieval belief that God was a separate entity from the material world. Nicholas of Cusa is seen as one of the transitional thinkers from the Medieval to the modern world." (4) Cusa’s premise denies biblical and Catholic Church teaching that God created the world from nothing, or ex nihilio. If this is the case, it would mean that God "made" the world out of pre-existing ether, waves, substance, or whatever else one might call it. This would make God a "Maker" instead of "Creator". This presumed substance, ether or waves, has engendered the search for the "Unified Field of Everything". Pius X called out modernist Integralists, as those who believe that hidden in the being of man is the very germ which Christ Himself had in His consciousness, and which he transmitted to mankind. (Pascendi, 37). Has this kind of integralism, combined with the search for the "Unified Field of Everything", given rise to current thinkers like Ken Wilber, who espouses an Integral Spirituality? Wilber’s Unified Field of Everything" is composed of Neurobiology, Jungian archetypes, hermeneutics, Hegelian dialectics, Hinduism, and Neo-Platonic forms to name a few. [Manson]


                                                                  


 

Unified Field of Everything?


Giovanni Pico della Mirandola, also a leader of the Platonic Academy of Florence, was a student and associate of Ficino’s. Pico attempted to combine Greek, Hebrew, Muslim, and Christian thought into a synthesis published under the name of "Conclusions" which was condemned by Pope InnocentVIII. Syncretism, or the blending of religions, has always been condemned by the Church. Pico exalted the powers of human nature and defended the use of magic, which he saw as a part of natural science and the Kabbalah, originating in Neoplatonism.

Pico also wrote The Oration on the Dignity of Man. In this work he included the ancient wisdom of those including Zoroaster, Pythagoras and the" Hebrew Cabalist wisemen". "Pico was citing the Hermetic text Asclepius with its promise of man’s equality with the gods: ‘Man is a miracle, a living thing to be worshipped and honored: for he changes his nature into a god’s, as if he were a god. . . . Conjoined to the gods by a kindred divinity, he despises inwardly that part of him in which he is earthly." (5) Obviously this thinking also incorporated Gnostic teachings. Pico was a student of the Jewish Kabbala and he was thoroughly versed in the works of Jewish medieval Kabbalist commentators. All these elements assisted Pico in formulating a synthesis of ancient esoteric, religious, and philosophical ideas which he enumerated and set forth in his humanistic "Oration on the Dignity of Man". [Armstrong] His work was deemed heretical and suppressed or quashed by the Pope. Pico also subscribed to "centering within" to attain unity with God. Does the current and modern practice of "The Centering Prayer" or the current emphasis on "The Dignity of Man", under the influence of Personalism, have any connection to Pico’s concepts? It is important to understand that Pico and his work on the Kabbala had a profound influence on Western thought.

                                                                     

                                                                 The Sephirot of the Kabbalah

The Kabbalah is a Jewish form of mysticism comprised of the Sephirot with ascending spheres for contemplation to join with "the unknown god". These ten emanating spheres have names and are both feminine and masculine, however, they have the power to change their gender through "vibrations" and androgynous middle of pole of the Kabbalah. Union with God can be attained through the feminine Queen goddess of the Kabbalah, Shekinah or Malkut. She is the lowest emanation of the Kabbalah and the consort of Keter who is the top or crown of the Sephirot. She is Keter’s feminine spirit or soul of the world. Thus she is at the bottom of the Sephirot and "in the world" where contemplation begins. The contemplator then moves up through the spheres to the Godhead. In the Jewish Bible, the word, Shekinah, meant the Divine Presence (from shakhan, to dwell), hence the Divine Glory had been suggested by the belief in God’s presence in a cloud over the Ark of the Covenant. Some consider the Shekinah to be the Holy Spirit, thus making the Holy Spirit feminine. There may be a distinction from the Old Testament Jewish Bible’s concept of Shekinah, and the later Cabalistic approach, or they may be interrelated. It is interesting to note that Peter Abelard (1070-1142) a monk and pre-eminent French theologian of the 12th Century, held a pantheistic view that the Holy Spirit was the soul of the universe. His errors were condemned by the Council of Sen in 1140. 

 How closely is the Nouvelle Theologian, Teilhard de Chardin, or other Modernists’ thinking aligned to Neoplatonic contemplation reflected in the Kabbalah? Chardin’s influence has spread far and wide in the Church. He speaks about the Nous and the ascendance of mankind to the pinnacle of "God", as well as spiritual evolution. Can we assume then that in some of the teachings of Nouvelle Theology we are all "becoming" and on our way to "being fully human" to be joined to "God", and then become God? All Chardin’s pantheistic flavored work was proscribed by the Church

Were the modernist and neo-modernist Nouvelle Theologians, with their call to a return to "mystery" and to the Greek Fathers, inspired by some beliefs of "utrasupernaturalism" (spiritualistic beliefs and manifestations) existing in the Church of Corinth and elsewhere in the first centuries? Ultrasupernaturalism, with its embrace of direct personal access to God, coincides with Neo-Platonic views. Such movements led to the denial of the indefectibility of the Church (lasting until the end of time) and an end to the Christian Dispensation and the visible Church, and the beginning of the spiritualistic "Age of the Spirit" to be discussed in a future report.




                                                                                                                       
                                                                                                                    …To Be Continued:



Part 1: Wake Up, Catholics
Part 2: Cookie Cutter Common Core & Private Education
Part 3: The People's Church
Part 4: The Theology of Community Organizing

Part 5: MODERNISM AND NOUVELLE THEOLOGY
Part 6: NOUVELLE THEOLOGY