Friday, August 29, 2014

Community Education & UN Agenda 21

Same Roots?
From Feld's expose on "Community Education," p. 55
Community Education was admitted to be the Chinese Communist System at a Community Education Conference in Washington, D.C. in 1976.

Americans concerned over Agenda 21, ICLEI, regional government (Communist unelected council form of government) and many other United Nations/global-oriented programs may have overlooked a very important international component, if not the entity, which may have been the precursor for UN Agenda 21.

This entity is known as Community Education. You can bone up on the subject by reading:

"An Expose: Community Education" by Ruth Feld and Jil Wilson, pages 49-71. See "Written Submissions," Exposing the Global Road to Ruin through Education, Disc #8.

Please note the graphic above, Community Education's "City of the Future (Hub) Concept" (1970s) on page 71 (see graphic above). The print is hard to read, so I have typed it in below:

  • Neighborhood: Basic units of New Towns. Each neighborhood is equidistant from village centers, reducing need to travel.
  • Village Centers: Centrally located within each village are large recreation areas -- all situated within fairly short distance of home.
  • Downtown: The central hub of the new towns with city government buildings, shopping malls, higher education facilities, and cultural centers.
  • Greenbelts:  Designed to prevent villages and downtown areas from becoming examples of never-ending sprawl.

Attempted implementation of Community Education in the 1960s and 1970s came up against so much citizen resistance (my state of Maine was one of the states where we killed it) that it went underground and was not heard of until quite recently with the implementation by many states of community schools (womb-to-tomb). This Community Education is the provision of ALL services including health, workforce training, leisure, etc., under the umbrella of the unelected school councils (regionalism = Communism))

See the blog post "WOMB TO TOMB" and be sure to read about the Georgia Visions Project, an example of what is being pushed across the country, "A Vision for Public Education."

I attended the annual Community Education Conference in the Dept. of Education in 1982 at which unelected persons from all 50 states came in to discuss the future of Community Education.
Of interest was a comment on the record that the Dept. of Education could probably revitalize the concept under President Reagan due to his support for the New Federalism!

John Ayers, ex-Vice President of the Carnegie Foundation for the Advancement of Teaching, who initiated eight charter schools in Chicago, has been named to head up the tax-funded school choice/charter school agenda AND the lifelong community education agenda out of the Cowan Institute, Tulane University. Ayers important position at Carnegie makes sense since it was the Carnegie Corporation which published the little book "Conclusions and Recommendations for the Social Studies," 1934, which called for using the schools to change America's capitalist economic system to a planned economy, and discussed the necessary taking of private property. (Read the blog post "Community Education" and follow the links under Point 5.)

John Ayers' brother, Bill, is a well known Communist, was involved in the Communist-inspired  Weathermen bombing of buildings in the seventies. The Cowan Institute has announced that it is promoting the tax-funded school "choice," charter schools and community education agenda at the state, national and international levels. Community Education is international. To grasp what is happening at the grassroots to international level, read article: "The Deliberate Dumbing Down of the Village."

When attempting to make a connection and show similarities  between UN Agenda 21 and Community Education, which is rearing its very ugly Communist head across the country under the label of "community schools,"  it is important for Americans to read the above Feld/Wilson history of community education, and to understand the years that the respective programs were initiated, and to understand the philosophical similarities, especially the fact that a strong focus of Community Education is the promotion of the United Nations global agenda, including the same totalitarian  environmental agenda found in Agenda 21 and promoted by Carnegie in its 1934 book. (Again, read Point 5 in the blog post "Community Education" and follow the links.)

Community Education reared its very ugly head in the early forties, funded by the Mott Foundation in Michigan. UN Agenda  21's earliest date of possible origin is the Stockholm Conference in 1972.   First mention of UN Agenda 21 as an official title appears to have taken place in Rio De Janeiro in 1992.

See page 48 of Feld's expose' on "Community Education" for the following incredible quotation describing the global purpose of Community Education, published in 1972 in the Community Education Journal:


"Conservative icon still going strong at 90," WorldNetDaily, 8/14/14:

Known as the “Iron Lady” of American conservatives by enemies on the left and the “first lady” by the right, she may be the most durable icon of any political movement, with a career that has spanned seven decades dating back to Harry Truman.

Phyllis Schlafly’s career as a grassroots organizer, prolific author, constitutional lawyer and circuit-riding speaker began in 1946.
But as she turns 90 years old today, America’s original activist mom says she isn’t done yet....
Below are some pertinent excerpts:
  • Writer of article:  "Schlafly was once an ardent supporter of taxpayer-funded school choice, a policy that was called the 'voucher system' in the 1970s and 80s."
  • Schlafly: "I think I invented that movement but have not supported it in recent years, because it is not going to win because the teachers unions are too powerful. Every time it’s on the ballot it’s defeated because the teachers unions are too powerful," Schlafly said.  
  • Writer of  article: "Charters schools are also controversial because most of them are funded by tax dollars but run by unelected boards."
  • Schlafly: “I’m very much opposed to them being run by even non-American boards. For example the Islamists are funding thousands of charters. And it’s, I think, destroyed the Catholic schools.
I don’t want to say I’m against school choice. I’m in favor of it. I just don’t think it’s going anywhere. And we need to keep our minds focused on the big issues. I think for example we can defeat Common Core, and we can defeat Jeb Bush.”
Charlotte's comments:  
Oh, it's no wonder we can't kill the Trojan Horse, tax-funded school "choice," when Schlafly, the icon of the conservative movement, tells her members that "we need to keep our minds focused on the big issues." And tells them that Communist Core, which we have had with us since 1969 when Carnegie funded the original NAEP, is THE  big issue. Its danger is somewhat greater only due only to the use of computers instead of books and for assessment purposes.

Schlafly's and other neconservative organizations' opposition to Communist Core is simply a brilliant diversion from the KEY issue of tax-funded school choice with unelected boards. In other words, loss of local control (no elected boards representing the tax-paying voting municipality) is NOT a big issue for them.

Is the loss of all private education due to tax funding NOT a big issue?

What the government funds the government controls. 

And that includes Communist Core, even if all 50 state legislatures kill it, since it will return under another label to the tax-funded private, religious, home school or charter school. And taxpayers/parents won't be able to complain since there will be no elected board to which they can complain.

The United States is probably the only major industrialized country that does not have government-funded private education (tax-funded school choice). This writer suspects that the heavy emphasis on the need to get the United States to approve tax-funded school choice for private, religious, and home schools, is due to  pressure from the international level (UNESCO, OECD, etc.). Those globalist organizations realize full well that the global lifelong workforce training system will not work unless every child and adult on this planet is part of the womb-to-tomb computerized global system. The only way to accomplish this objective is through tax-funded school "choice." 

This two-pronged agenda is tax-funded school "choice" and lifelong community education -- limited learning for lifelong labor... under unelected councils... Soviet system. This is being headed up by John Ayers, ex-Vice President of the Carnegie Foundation for the Advancement of Teaching, and implementer of Chicago's first eight charter schools. He is also the brother of Communist Bill Ayers of the Vietnam War Weathermen operation which bombed buildings. John Ayers is working out of the Cowan Institute, Tulane University, New Orleans. 

Get informed with the facts:

1. Read my article: "The Deliberate Dumbing Down of the Village."

2. Read this blog post: "My 1995 Letter to Phyllis Schlafly" and follow the instructions to download the documentation from American Deception, which is described as:
Letter from Iserbyt to Schlafly regarding history of School Choice (vouchers, tuition tax credits, charter and contract schools, site-based management) and information regarding exactly who is supporting the change from traditional public and private education funding. Collusion between neoconservatives, corporations, and leftists in education, including former "conservative" Secretaries of Education and NEA to enable corporations to take control of American education for workforce training purposes. Shift to unelected advisory council form of government also discussed by same persons.

3. View the documentation in "Have the Chickens Come Home to Roost?" where Phyllis Schafly's name appears on the exhibits at the end of the post.

Chameleons for "Choice"

Gov. Jindal's Lawsuit Over Common Core

"Louisiana Governor Suing Feds Over Common Core - Education Week," Reported on August 27, 2014 by The Associated Press:
Baton Rouge. Gov. Bobby Jindal planned to file a lawsuit Wednesday, accusing the Obama administration of illegally manipulating federal grant money and regulations to force states to adopt the common-core education standards.
The U.S. Department of Education has used a $4.3 billion grant program and federal policy waivers to encourage states to adopt uniform education standards and testing. The Republican governor says that "effectively forces states down a path toward a national curriculum" in violation of the state sovereignty clause in the Constitution and federal laws that prohibit national control of education content.

Self identified conservatives spent total time and effort opposing Common Core at the expense of the larger danger of the school "choice" agenda. These efforts resulted in polls reporting that 60% of Americans oppose Common Core with many not knowing why.

But is it enough to expose the chameleons such as Gov. Jindal who originally supported CC, who is now changing course to sue "Feds Over Common Core"?  So now he becomes the first GOP wannabe presidential candidate "out of gate" to align himself with the 60% statistic generated by the constituents opposing Common Core. But he also generally supports school "choice" (charters, vouchers, etc.), which just happens to be looming as a major platform in the GOP for 2016!

It is an obvious posturing by Gov. Jindal to be a star of the GOP agenda, and might be seen as a "coup" for the school "choice" agenda in general.

However, The People LLC's  grassroots efforts are a thorn in the flesh of Jindal. Their well-organized efforts opposing Jindal's charter school agenda are still alive and well in Louisiana.

So stay tuned!

Wednesday, August 27, 2014

Have the Chickens Come Home to Roost?



A LETTER TO PRESIDENT RONALD REAGAN WAS WRITTEN BY WILLARD W. GARVEY, executive director of the National Center for Privatization, dated April 6, 1984. An excerpt follows:
Privatization is now an idea whose time has come.... The knowledge, communication and computer industry can make political representatives obsolete. Privatization might well be the theme for the 200th anniversary of the Constitution. Privatization is essential for national salvation.
The following notation was printed on the letterhead of the above-mentioned letter:
The National Center for Privatization is supported by the following groups and individuals: Heritage and Reason Foundations; Pacific and Manhattan Institutes; VOLUNTEER; National Center for Citizen Involvement; International Executive Service Corps; United Way with its Services Identification System; National Legal Center for the Public; churches; labor unions, Peter Drucker and Milton Friedman.

The Heritage Foundation state affiliates hold luncheons to honor Milton Friedman on an annual basis!

Here are my questions pertaining to what is posted below:
  • Are the leaders in the neoconservative Trotskyite opposition to Communist Core and support of Friedmanesque pro tax-funded school choice movement, Jane Robbins and Peg Luksik, oblivious to the definition and ramifications of "privatization"?
  • Or are they talking out of both sides of their mouths?
The following promotional material is posted on the Internet, along with the graphic below. Notice point 5, where they are admitting that "choice" school students will get the Common Core tests!

Learn about the significant changes to the AP US History.
Monday, August 25 at 8PM.

You wont recognize America! Join New Yorkers United for Kids on a Conference Call ...

Panel includes:
Larry Kreiger- Teacher of SAT classes for over 20 years and AP classes for over 35 years, specializing in AP U. S. History (APUSH).
Dr. Peg Luksik - Educator with 35 years of experience working across all grade levels and in psychometric testing centers, Worked at the Federal level in education
Jane Robbins- Attorney and a senior fellow with the American Principles Project in Washington, D.C....

Why Refuse the NYS Standardized Tests?...

5. Testing is part of school privatization. Common Core-backer Bill Gates and Joanne Weiss, Chief of Staff to United States Secretary of Education Arne Duncan, have promoted national standards and tests by touting that they “will unleash powerful market forces” and create a national market for vendors.

Of course, testing is part of school tax-funded privatization since what the federal government funds the federal government controls. Charter schools are a perfect example of the truth of the above statement attributed to Gates and Weiss.

What side are Luksik and Robbins on?  If they don't want federal control of standards (Communist Core), they had better stop supporting federal funding of school choice (so-called Milton Friedmanesque type of privatization) since even if they kill Communist Core in 2014, it will come back later under a new label in their favorite "choice" or "charter" school due to federal funding.

Click on link decrying fact that Common Core is Communist. "Common Core would make any communist regime proud," by Gina Miller, 10-21-13, and read her article, especially the opening paragraphs. Here is a quote:
All authoritarian regimes must necessarily commandeer their country's education system. They must own and mold the minds of the children to make the kids into pliable, group-thinking serfs of the state – "good citizens." Freedom of thought and wealth of real knowledge are anathema to communist leaders.

If  these two neoconservatives, Robbins from the American Principles Project and Peg Luksik, both of whom support the tax-funded school choice/charter agenda, are so upset over the Common Core that they now refer to articles which call it "communist," why don't they expose the even more important fact that John Ayers, ex-Vice President of Carnegie Foundation for the Advancement of Teaching, and brother of communist Bill Ayers, the Weatherman (Communist) building bomber and close friend of Obama, is heading up the international, national, and Louisiana push for Friedman-like privatization (tax-funded school choice and charters) which uses the Soviet unelected council form of governance AND communist community schools (limited learning for lifelong labor)?

To paraphrase the title of the Gina Miller article: "SCHOOL CHOICE would make any communist regime proud."

I wonder if our work on this blog has had an effect on these Trostkyites. They are having to come out of their holes, and they are making big mistakes. In fact, they do not make any sense at all. They are talking out of both sides of their mouths. National resistance to tax-funded school "choice" with unelected boards is forcing them to incorporate some of our blog language (use of the "C" word - Communist). And opposition to privatization has never been part of the Neocon agenda. See early documentation from the National Center for Privatization below that connects the "choice" agenda with key leaders;
This documentation can be found in the Failing Grades report on American Deception.

Chickens come home to roost in the "choice" kitchen

Monday, August 25, 2014

"Community Education"

aka UN Agenda 21/Regionalism/Communism?

All Aboard, All Aboard the Train to Global Slavery....

You have a "choice"!! (Don't you just love that word?)!
  • Track 1:  UN Agenda 21 (1990 latest community education model train)
  • Track 2:  Community Education  (1966 rusty wagons still running. Cheaper ticket.)

This train wreck was postponed 18 years thanks to patriot resistance in the 1970s-1980's. Below are 6 key points.

(1)  In 1946 the Community-Centered Schools: The Blueprint, Montgomery County, Maryland Schools:
[The] program should be put into operation gradually… and Dr. Paul Mort and others have accumulated evidence which shows a period of almost fifty years between the establishment of need (need assessment, etc.) and the school programs geared to meet it.  
If the school as an agency of society is to justify itself for the period ahead of us, it must be accepted that its fundamental function is to serve the people of the entire community, the very young children, the children of middle years, early adolescent youth, older youth and the adults as well.
Concerned Americans should read Dorothy Dawson's articles published in 1968 in The Montgomery County (MD) The  Advertiser (see pages 31 and 38 in my book the deliberate dumbing down of america). Her articles include the 1946 totalitarian womb to-tomb community school plan for Americans which I think is the early UN Agenda 21; new name/same agenda).,

Dawson, who was the Secretary to the Superintendent of Schools in Montgomery County in 1968, gained access to the original plan. Her articles cover the 1946 lifelong education plan under the umbrella of community schools which I believe is the UN Agenda 21 Plan. This is simply the new label for Community Education which we all fought in the seventies and which, due to our success in stopping it, went underground, and is now surfacing under comprehensive new label UN Agenda 21.  Note the date of 1946. This plan was developed IMMEDIATELY after, or perhaps even before, the United States joined the United Nations.

For more information about the contents of The Blueprint, read down further in this post. Also read Appendix 1, of my book and read two previous posts on this topic HERE and HERE.

Click on the link to Watch Rosa Koire:

(3)  THE GEORGIA VISION PROJECT: A VISION FOR PUBLIC EDUCATION. The Georgia Visions Project is a good example of implementation of The (1946) Montgomery County Plan. Note the first quote below: "Establish each school as the center or hub of the community in which it exists." This is, in fact, Community Education, which appears to be UN Agenda 21.

(4)  John Ayers, former VP of Carnegie Foundation for Advancement of Teaching, is promoting the international  agenda for lifelong community education schools, along with tax-funded school choice/charters, out of the Cowan Institute, Tulane University.  He is the brother of Bill Ayers, communist Weatherman building bomber who I believe has recommended U.S. implement Cuban education. For more info regarding Cowan Institute/Tulane, go to the post The Deliberate Dumbing Down of the Village. 

"To come back, Cowen [Institute] decided: 'We have to build a village'."

(5) For more history of the Community Education agenda, go to American and type "Feld" into search engine for important report on Community Education written by Feld and Wilson in the early eighties.

Once you locate this file, click the red "Download Now" button to access it.

The images (photo of city plans, etc.) should scare you to death! This report is also part of Disc #8 (Written Submissions/Exposing the Global Road to Ruin Through Education Disc set) available FREE at website/order page.
Related to this, go to American and type "Conclusions" into the search engine in order to read Carnegie Corporation's 1934 "Conclusions and Recommendations for the Social Studies," which calls for using the schools to change America from a capitalist economic system to a "planned economy" and also recommends, in some instances, the taking of our private property.

Once you locate this file, click the red "Download Now" button to access it.
Go back to Point 1. Under “The Educational Program” of the Mongomery County, Maryland The Blueprint one finds:
  • continuing and improving the teaching of the cultures of the past;
  • developing the ability to communicate effectively;
  • developing the ability to think;
  • developing desirable personality and character traits;
  • discovering and developing worthwhile interests;
  • developing respect for others, or intercultural relations; protecting and promoting health;
  • developing wholesome home and family life (Other agencies must accept at least some of the responsibilities formerly borne by the family. The school must study the problem intensively. It must experiment.);
  • developing wholesome habits and understanding of work; good members of society cannot be developed if they are ignorant of work and what goes into it.
  • In the years which lie ahead, it would appear that the school is the only agency which society has which can be expected to accept this responsibility. IT MUST BE DONE. [emphasis in the original]
  • developing understanding of economic principles and forces (Emphasis must be placed upon the economic principles and forces which are operating at that time rather than upon those of the past)....
  • developing consumer competence… schools of the future must do much about such things;
  • developing vocational competence;
  • developing social and civic competence—understand obligations as a member of the group;… and to give wholeheartedly and unselfishly service to his local, state, national and world government;
  • developing understanding of, and skill in, the democratic way of life;
  • developing knowledge, understanding of, and skill in, the creative arts;
  • developing understanding of, and skill in, wholesome and worthwhile leisure activities (Much depends upon people discovering and practicing worthwhile leisure pursuits.);
  • developing a well-rounded emotional life with particular attention to moral and spiritual needs. (A well-balanced emotional life is the final test of a well-educated person. It is our belief that all people are religious, that religion finds expression in many different ways. We do not believe in America that they should teach any particular kind or type of religion.)
Under “The Service Program” one finds Health and Medical Services. (In the school of the future, provision must be made not only for children enrolled but to all people, young and old.) The list is endless and includes the following cradle-through-grave services: recreational, library, guidance and counseling, child care, demonstration and experimental services, planning and research, employment, audiovisual, social welfare, group meeting place, character-building services.

The Blueprint from Montgomery County, Maryland (cited in point 1 of this post) states further:
The end results are that the school makes itself indispensable to all phases of community life. In the future development of school programs, the service program will receive increasing emphasis until the school becomes in fact the agency to which all the people in the community turn for assistance.

Is all of this not UN Agenda 21?

(6)  Click on following link for background info on UN Agenda  21: National Strategy for a Sustainable America.

The target of the Community Education train tracks.

Thursday, August 21, 2014

Green Light for Soviet Polytech System
Isn't it interesting that the movers and shakers knew 20 years before the so-called phony "fall of the Soviet Union" in 1990, that  the Soviet Union was, going to crack up?

Back in September 1970 The Don Bell Report told of a White House Conference on the Industrial World titled “A Look at Business in 1990.” Below are a few key excerpts:
As importantly, international agreements between the socialist and the private property economies add a different dimension to the problems for which solutions need to be found over the years ahead. But as Jean Frere, Managing Partner of Banque Lambert, Brussels, forecasts, the socialist countries will take major steps toward joining the world economy by 1990....

And since major economic matters in all countries are also important political matters in and between countries, the inevitable consequence of these propositions is that the broader and total destinies—economic, political, and social—of all the world’s nations are closely interlocked.
We are clearly at that point where economic issues and their related effects can be considered only in terms of a total world destiny, not just separate national destinies, and certainly not just a separate go-it-alone destiny for the United States. 3D, page  112.
To continue reading, see my book the deliberate dumbing down of america, and download the entry on page 112 that gives more excerpts.

Below is key text from the Press Release just issued by the U.S. Department of Labor:
Workforce Innovation and Opportunity Act

President Barack Obama signed the Workforce Innovation and Opportunity Act (WIOA) into law on July 22, 2014. WIOA is designed to help job seekers access employment, education, training, and support services to succeed in the labor market and to match employers with the skilled workers they need to compete in the global economy. Congress passed the Act by a wide bipartisan majority; it is the first legislative reform in 15 years of the public workforce system.

Every year the key programs that form the pillars of WIOA help tens of millions of job seekers and workers to connect to good jobs and acquire the skills and credentials needed to obtain them. The enactment of WIOA provides opportunity for reforms to ensure the American Job Center system is job-driven—responding to the needs of employers and preparing workers for jobs that are available now and in the future.... [underlining added]

Wednesday, August 20, 2014

U.S.-Soviet Merger requires Charter Schools

For A One World Global Planned Economy
"Most of us here were, at one time or another, active in either the O.S.S., the State Department, or the European Economic Administration. During those times, and without exception, we operated under directives issued by the White House, the substance of which was to the effect that we should make every effort to so alter life in the United States as to make possible a comfortable merger with the Soviet Union. We are continuing to be guided by just such directives."
-H. Rowan Gaither (Source)

Is it too far-fetched to believe that in 1953 the President of  the Ford Foundation, the late Rowan Gaither, knew that charter schools, or some new form of public school governance, would be necessary to carry out the Soviet Polytech (workforce training) part of the "merger with the Soviet Union?"  Charter (contract schools) are also in Russia.

THE DAILY PROGRESS (Charlottesville, Virginia) carried Norman Dodd's obituary in its January 30, 1987 edition. The tribute read in part:
Mr. Dodd’s earlier suspicions of a political and economic conspiracy were confirmed. During his research for this committee [the Reece Committee], the president of the Ford Foundation, H. Rowan Gaither, Jr. told him that some of the giant foundations, including Ford, were working under directives from the White House to so alter life in America as to make possible a comfortable merger with the Soviet Union.
In light of this piece of factual information, connect the following dots. . .

Charter School Master Minds: Paul Berman and Paul Hill

Both Paul Berman and Paul Hill, longtime researchers for the Rand Corporation, are two of the most prominent master minds behind charter schools with their Communist unelected council form of government. Note these two key points in the excerpt from Berman paper below:
  1. Reference to preparation for different careers.
  2. Notice the phrase "A publicly elected school-level board." The average reader may take that to mean traditionally elected school board. "Publicly-elected school-level board" means boards elected by the parents and taxpayers whose children attend that particular school. Traditional public school governance is by board members elected by 100% of the taxpayers of a municipality. The new definition of school board does not represent ALL municipal taxpayers, although they are paying taxes for the operation of the charter school. So, they have no say in the operations of such a school. This is known as taxation without representation.
Paul Berman, the Executive Director for the Center for Policy Alternatives, and President of BW Associates, a consulting firm specializing in policy research and analysis in Berkeley, California, authored a key document, “The Next Step: The Minnesota Plan (Phi Delta Kappan: Washington, D.C., Nov. 1985). Excerpts from this Minnesota Plan are contained in my book the deliberate dumbing down of america, Appendix X, p. A-43:
The challenge for American education is to provide a common and equivalent educational experience for all students and to prepare them for different careers. The comprehensive high school has not and cannot... meet either goal adequately.... The restructuring… offers a different approach to realizing these dual objectives of American education. All students would concentrate on a core academic program in grades 7 through 10 and then, in grades 11 and 12, choose further education that matches their career aspirations.
Research and practice in thousands of classrooms both in the U.S. and abroad indicate that instructional strategies using this assumption, such as mastery learning or cooperative learning techniques, can result in more students learning dramatically more in both basic and higher-order skills. The Minnesota Plan calls for these approaches to be taught to senior teachers who can then train other teachers to shift their expectations and instruction to enable all students to learn. Mastery learning [B.F. Skinner's operant conditioning, ed note] is controversial. However, the bulk of the evidence shows that large gains in student learning occur if teachers have the training and support to implement mastery learning effectively. Too often, mastery learning has been introduced as a “top down” innovation. The Minnesota Plan, by contrast, proposes a grassroots approach to implementation….
A publicly elected school-level board, operating in concert with a school-site management council, would decide which courses to offer at the school and which courses might be offered by other public schools or by other public or private providers. Schools would have the authority to “contract out” or “contract in” for teaching services.... This restructuring would take advantage of strength in the best European systems.... Deregulate curriculum and instruction. Educators should be free to design curriculum and instruction that they feel meets state standards and community needs. States should set basic goals; educators should be responsible to the community for helping students to meet these goals.
A restructuring of schooling could not realize its full promise without jettisoning the anachronistic system of employing course-unit/seat-time requirements as the criterion for student promotion and graduation. Advancement should be based on demonstrated achievement.... State-mandated course and graduation requirements would be eliminated in favor of a statement by the state of the competencies students are expected to master and two state tests, which would be required of all students before they leave the sixth and tenth grades. [emphases added]
From: Paul Hill | Center on Reinventing Public Education
Paul Hill's bio appears on the Center on Reinventing Public Education website, where we learn of his involvement with RAND:
Before joining the University of Washington faculty, Dr. Hill worked for 17 years as a Senior Social Scientist in RAND’s Washington office, where he served as Director of Washington Operations (1981-87) and Director of the Education and Human Resources program (1979-80). He conducted studies of site-based management, governance of decentralized school systems, effective high schools, business-led education reforms, and immigrant education, and contributed to studies of defense research, development, and acquisition policy. (Source)[emphasis added]
From: A Brief History of RAND Corporation | RAND

From the RAND Corporation website we learn:
H. Rowan Gaither, Jr., a prominent San Francisco attorney who later served as president and then as chairman of the board of the Ford Foundation, was retained as legal counsel to determine the best means of setting up an independent RAND.

On May 14, 1948, RAND was incorporated as a nonprofit corporation under the laws of the State of California. The articles of incorporation set forth RAND's purpose in language that was both remarkably brief and breathtakingly broad:

To further and promote scientific, educational, and charitable purposes, all for the public welfare and security of the United States of America.
The three signatories—Collbohm, Gaither, and L. J. Henderson, Jr. (RAND's associate director)—together with eight other prominent individuals from academe and industry, constituted RAND's original Board of Trustees. The other eight members were Charles Dollard, president, Carnegie Corporation of New York.... (Source) [emphasis added]

Tuesday, August 19, 2014

Bring Back Russell Means

or "Back to the Reservation"...

Here is how the onerous education reform plan is being implemented in a Passamaquoddy Tribe Indian school in Maine. It will just break your heart to read this Womb-to-Tomb intrusive agenda:
PLEASANT POINT, Maine — President Barack Obama’s administration dispatched a pair of Cabinet secretaries to the easternmost region of the U.S. on Monday to get a firsthand look at a Passamaquoddy Tribe school that has been targeted for replacement.

Secretary of Interior Sally Jewell and Secretary of Education Arne Duncan toured the K-8 Beatrice Rafferty School.... The school serves about 125 Native American students from the tribe’s Pleasant Point reservation as well as surrounding towns....

Jewell and Duncan convened a study group in 2013 to examine challenges facing Bureau of Indian Education-funded schools and to propose reforms. The study group issued its proposals in June, and Jewell issued a secretarial order the same month to redesign the bureau over a two-year period.

The bureau’s aim will go from being a provider of education to an organization to help tribes operate schools. The first phase will be the establishment of a school operations division that will focus on recruiting top teachers and principals, acquisition and grants, school facilities and educational technology. An office of sovereignty and Indian education will be created to help tribes operate schools and shape what their children learn about their Native American culture and language.

The second phase will focus on improving performance of individual schools through support teams and a cradle-to-the-classroom approach of providing such services as prenatal care, early literacy, children’s health care and counseling. [all emphasis added]
To understand the full scope of the significance of this for all of us, please watch the following video, "Russell Means: Welcome To The Reservation":

 Click on this link:

Excerpt (start at 4:21) :
"The American people for too long have been an irresponsible free people and even generation to generation has become less free. They don't recognize it. They ave lost the ability for critical thought. In order to regain critical thought all you have to do is read the Constitution and then look at the laws that govern you especially from the federal perspective. It is unconscionable to allow your freedoms to be taken away decade after decade after decade, year after year...."

Here is a description of this Russell Means video:
The United States is one big reservation, and we are all in it. So says Russell Means, legendary actor, political activist and leader for the American Indian Movement. Means led the 1972 seizure of the Bureau of Indian Affairs headquarters in Washington, D.C., and in 1973 led a standoff at Wounded Knee, South Dakota, on the Pine Ridge Indian Reservation, a response to the massacre of at least 150 Lakotah men, women, and children by the U.S. Seventh Cavalry at a camp near Wounded Knee Creek.

American Indian Russell Means gives an eye-opening 90 minute interview in which he explains how Native Americans and Americans in general are all imprisoned within one huge reservation. Means is a leader for the Republic of Lakotah, a movement that has declared its independence from the United States and refused to recognize the authority of presidents or governments, withdrawing from treaties it made with the federal government and defining its borders which cover thousands of square miles in North Dakota, South Dakota, Nebraska, Wyoming, and Montana.

Means explains how American Indians have been enslaved within de facto prisoner of war camps as a result of the federal government's restriction of their food supply and the application of colonial tactics, a process that has now also been inflicted on the United States as a whole which has turned into, "one huge Indian reservation," according to Means.

Means warns that Americans have lost the ability of critical though, and with each successive generation become more irresponsible and as a consequence less free, disregarding a near-perfect document, the Constitution, which was derived from Indian law. Means chronicles the loss of freedom from the 1840's onwards, which marked the birth of the corporation, to Lincoln's declaration of martial law, to the latter part of the 19th century and into the 20th when Congress "started giving banks the right to rule," and private banking interests began printing the money.

1970 Utah Education Plan


T.H. Bell
T.H. (Terrell) Bell served as Secretary of Education during President Ronald Reagan’s first term in office, 1981–1985, and also served as Commissioner of Education in the U.S. Office of Education during the Ford Administration. There is no question in this writer’s mind that this one man bears much of the responsibility for the deliberate dumbing down of our schools. He set the stage for outcome-based education through his early support for systems management, management by objectives (MBO), and Planning Programming Budgeting System (PPBS). These systems later evolved into full-blown Total Quality Management/OBE, having gone through the initial stage of Professor Benjamin Bloom’s mastery learning and ending up as William Spady’s transformational OBE.

Outcome-based or results/performance/competency-based education requires mastery learning, individualized instruction, systems management, and computer technology. Bell’s earlier activities in the seventies as U.S. Commissioner of Education—including his role in supporting dumbed-down life role competencies for K–12... and Bell’s testimony before Congress in favor of a U.S. Department of Education— should have kept his name off any list of potential nominees presented to President Reagan.

Concerns regarding this nomination expressed by Reagan supporters were proven well founded when Bell, in 1984, funded William Spady’s infamous Utah OBE grant which promised to (and did) put OBE “in all schools of the nation”; spearheaded the technology initiative in the 1980s; predicted that schools would be bookless by the year 2000; recommended that all students have computers; and fired Edward Curran, the Director of the National Institute of Education, when Curran recommended to President Reagan that Curran’s office, the NIE, be abolished.

According to a former member of the Utah Education Association, who was a close associate of Bell’s in the early 1970s, if the Senate Committee that confirmed T.H. Bell as Secretary of Education had read Bell’s book, A Performance Accountability System for School Administrators, it is unlikely Bell would have been confirmed.
Cherilyn Eagar, of the 3D Research Group, provided the following Utah document to me in the mid-1980s. It is reproduced in its entirety below.
Designing Education for the Future
Utah State Board of Education

(Agenda has for the most part been implemented or is in the process of being implemented)

Education Forecasts - Delphi Technique

1975 Picked as the median year for the federal government to give the Department of Education Cabinet level status.

1980  Hypnosis and medical technology to be used to remove learning barriers.

1983  Planning systems will coordinate programming, budgeting, finance and evaluation of education.

1985 75% of schools to have access to a regional or state computer for computer-aided instruction.90% of public schools will operate on a year-round basis.
         90% of the state school boards to enter collective bargaining.
         Property tax will cease to be the primary source of funds for school operation

1990  75% of schools to have teaching teams headed by a master teacher.
         90% of schools to be planned around the materials center approach to instruction.
         75% of school districts to pay teachers more to stay in teaching than to go into administration.
         90% of schools to become non-graded.
         90% of high school students to be in a curriculum in which they have a 90% chance of success.
         Federal sources to subsidize all who wish to continue their education beyond high school.

2000  50% of the homes to have learning centers where children can go to school and not leave home.
         1-10 student-teacher ratio in 80% of the primary grades.
         Reorganization of high schools in 75% of the states requiring 2,000 students.
         75% of the states to reorganize school districts without regard to city or county boundaries.

2010  Federal government to provide 75% of the funds to operate schools.

2070  Invention of the "brain machine" that will teach by electronic stimulus.

2075  Equality in education as the result of background equality.

2100  School districts to be established without regard to state lines.
         90% of school districts to be controlled by agencies other than local boards of education.

2500  75% of the states to have "central office" activities located in a state office.
        Industry to contract for 90% of the vocational education training of students (ages 16-40).

Utah's Plan-Designing Education for the Future, page 162. 
Utah School Children

Also in the 1970s, A Performance Accountability System for School Administrators by T.H. Bell was published in 1974 (Parker Publishing Co.: New York). Here he outlined the master plan for education reform:
The Need for a Management System
Under the pressure of the free-enterprise system and the unremitting demand that large corporations earn profits and pay dividends to stockholders, management efficiency through orientation to results has led to development of management systems such as the one described in this book. Most of the successful corporations in the United States now use annually adopted objectives as a means of focusing the energies and efforts of managers on the attainment of goals that are widely known and broadly accepted. Although the problems of educational management are obviously quite different from those of the private sector, there is much to be learned from industry’s systems approach in gaining more efficiency in educational management. The outcomes are quite similar. (p. 21)
Why Needs Assessments?
As a people, Americans have turned from a preoccupation with production and plenty to a concern for the quality of human life in this nation. We have moved beyond the point where production of the necessities for existence is a concern. We want a rich and meaningful life and we want equality of opportunity for all citizens.
Drug abuse, juvenile delinquency, lack of respect for law and order, coping with environmental damage are all problems with which education must be concerned in this new era of social awareness and public concern for the success and happiness of all. These enormous demands call for systematic attention to the performance outcomes of the schools and colleges of the nation. Since we have so many problems and since our resources are limited, it is essential that we look at the performance of our educational institutions and establish a hierarchy of priorities…. We should seek to solve the problems that are causing the greatest amount of difficulty and unrest across the nation. We should seek to solve the problems whose solutions will both stimulate the economy and free the public from the burden of supporting citizens who are unable to support themselves. We must, in short, assess our educational needs before establishing our objectives and setting into action leadership and management plans. (pp. 32–32)
Use of Tests in Needs Assessments
The economic, sociological, psychological and physical aspects of students must be taken into account as we look at their educational needs and accomplishments, and fortunately there are a number of attitude and inventory scales that can be used to assess these admittedly difficult to measure outcomes….
Most of these efforts to manage education try to center in one place an information center that receives reports and makes available to all members of the management team various types of information useful to managers….
School management by objectives demands more use of educational tests and measures (pp. 33–35).
The Student and Staff Personnel Profile
A departmental or school student and staff personnel profile, constructed from needs assessment information, will provide information in greater depth than is typically found in most school or college operations. The characteristics of the student populations being served and the social, economic, racial, and ethnic make-up of the community or neighborhood must be weighed in making assumptions on performance expectations. An objective, expressed in anticipated performance results, must take into account the characteristics of the students, the neighborhood and community. (p. 42)
Humanizing Education
Many of our current problems of alienation and depersonalization are at least partly traceable to our emphasis in our schools upon giving and getting information and our neglect of the discovery of meaning and humanization. The committee writing the 1962 ASCD Yearbook listed common school practices that have depersonalizing and alienating effects:
  • The emphasis on fact instead of feelings
  • The belief that intelligence is fixed and immutable
  • The continual emphasis upon grades, artificial reasons instead of real ones for learning
  • Conformity and preoccupation with order and neatness
  • Authority, support and evidence
  • Solitary learning
  • Cookbook approaches
  • Adult concepts considered as the only ones of value
  • Emphasis on competition
  • Lockstep progression
  • Force, threat and coercion
  • Wooden rules and regulations
  • The age-old idea that if it’s hard it’s good for them
Humanist psychologist Carl Rogers
Until now we have been schooling to fit a “norm” of society. It’s time to begin thinking of an education for every man. As defined by Carl R. Rogers, “The only man who is  educated is the man who has learned how to learn; the man who has learned how to adapt and change; the man who has realized that no knowledge is secure, that only the process of seeking knowledge gives a basis for security.”
This clearly invalidates our conception of a successful student as one who simply graduates with a degree and a high grade point average—a molded, shaped figure ready to slip away from life and learning into the split-levels and station wagons of suburbia. (p. 161) [emphasis added]

Portions of this post are adapted from Appendix IX in the deliberate dumbing down of america. For more information about Terrell Bell and his key role in education reform, see the Index of the book.