Friday, May 23, 2014

Memorial Day Tribute

Let's remember Memorial Day and include, along with our tribute to all those who gave their lives and were injured in wars, a similar tribute to those who fought and often won very lonely battles in the schools since the early 1900s: those who engaged the enemy on local school boards, who were defamed by the controlled media; activists for our children in their towns and at their state capitols;  those who understood the importance of preserving the integrity of academic education and  instruction in sound morals and values.

These unsung heroes, whose names are being compiled for a later post, had the courage to speak out regarding the attack on our nation and on our  children's intellects and values.

Let our memories of them strengthen our efforts at this critical juncture in our nation's history.  

God bless America!

Orchestrated Consensus

In retrospect, I had just found out that the United States was engaged in war. People write important books about war: books documenting the battles fought, the names of the generals involved, the names of those who fired the first shot. This book is simply a history book about another kind of war:
  • one fought using psychological methods;
  • a one-hundred-year war;
  • a different, more deadly war than any in which our country has ever been involved;
  • a war about which the average American hasn’t the foggiest idea.
The reason Americans do not understand this war is because it has been fought in secret—in the schools of our nation, targeting our children who are captive in classrooms. The wagers of this war are using very sophisticated and effective tools:
  • Hegelian Dialectic (common ground, consensus and compromise)
  • Gradualism (two steps forward; one step backward)
  • Semantic deception (redefining terms to get agreement without understanding).
The Hegelian Dialectic5 is a process formulated by the German philosopher Georg Wilhelm Friedrich Hegel (1770–1831) and used by Karl Marx in codifying revolutionary Communism as dialectical materialism. This process can be illustrated as: 

                              Thesis                                                               Antithesis

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 U.S. Secretary of Education: “[We] need to create a crisis to get consensus in order to bring about change.” (The reader might be reminded that it was under T.H. Bell’s direction that the U.S. Department of Education implemented the changes “suggested” by A Nation at Risk—the alarm that was sounded in the early 1980s to announce the “crisis” in education.)

Since we have been, as a nation, so relentlessly exposed to this Hegelian dialectical process (which is essential to the smooth operation of the “system”) under the guise of “reaching consensus” in our involvement in parent-teacher organizations, on school boards, in legislatures, and even in goal setting in community service organizations and groups—including our churches—I want to explain clearly how it works in a practical application. A good example with which most of us can identify involves property taxes for local schools. Let us consider an example from Michigan—

The internationalist change agents must abolish local control (the “Thesis”) in order to restructure our schools from academics to global workforce training (the “Synthesis”). Funding of education with the property tax allows local control, but it also enables the change agents and teachers’ unions to create higher and higher school budgets paid for with higher taxes, thus infuriating homeowners. Eventually, property owners accept the change agents’ radical proposal (the “Anti- thesis”) to reduce their property taxes by transferring education funding from the local property tax to the state income tax. Thus, the change agents accomplish their ultimate goal; the transfer of funding of education from the local level to the state level. When this transfer occurs it increases state/federal control and funding, leading to the federal/internationalist goal of implementing global workforce training through the schools (the “Synthesis”).

Excerpted from the Preface to the deliberate dumbing down of america, pp. xvii-xviii.