Monday, September 28, 2015

Obama, B.F. Skinner, And Gaia Running The Government


AND IT'S OFFICIAL: 

"Obama Ambassador to UN Quotes COMMUNIST to Push New Socialist UN Sustainable Development Goals

 On Friday morning the United States, and 192 other nations, unanimously adopted the new United Nations Sustainable Development goals. These “goals“, designed to eradicate world poverty and fight Climate Change, include the Socialist ideals of universal healthcare, universal education, universal employment, and wealth redistribution, all of which must in place by 2030."

What is surprising is the fact that many Americans still refuse to recognize the Marxist path the United States is now set upon, and how close to losing what’s left of their liberty, and the liberty of future generations, they really are…"  Gateway Pundit ^ | 09/25/2015 | Jim Hoft & Patch Adams 

Fact Sheet: President Obama Signs Executive Order; White House Announces New Steps to Improve Federal Programs by Leveraging Research Insights

“Adopting the insights of behavioral science will help bring our government into the 21st century in a wide range of ways - from delivering services more efficiently and effectively; to accelerating the transition to a clean energy economy; to helping workers find better jobs, gain access to educational opportunity, and lead longer, healthier lives."
President Barack Obama

3D, pages 81-82

TECHNOLOGY OF TEACHING BY B.F SKINNER WAS PUBLISHED (PRENTICE HALL: NEW YORK, 1968) and became part of the educational lore of the day. An excerpt follows:

Absolute power in education is not a serious issue today because it seems out of reach. However, a technology of teaching (Skinnerian/Pavlovian dog training, ed.) will need to be much more powerful if the race with catastrophe is to be won, and it may then, like any powerful technology, need to be contained. An appropriate counter control will not be generated as a revolt against aversive measures but by a policy designed to maximize the contribution which education can make to the strength of the culture.


The issue is important because the government of the future will probably operate mainly through educational techniques. (p. 260)

[Ed. note: Skinner was 100% correct. The government in 1999 “operates mainly through educational techniques." Those individuals and agencies conforming with government policies, criteria, etc., are rewarded, whereas those who do not conform are either ignored or denied special privileges and funding. In the late twentieth century, following the philosophy of B.F. Skinner that the “environment  is all,” all evil is attributed to the environment and no one is held responsible for his actions.]


                         THE ENVIRONMENT MADE ME DO IT






Saturday, September 26, 2015

The Three Amigos Of Climate Change

NOW COMES THE GREEN EARTH GODDESS, GAIA, TO REPLACE CHRISTIANITY.


"To further their goals of "Agenda 21", in 2012 the United Nations held their Rio+20 Conference onSustainable Development. U.N. personnel illuminated the statue of Jesus Christ on top of Corcovado  mountain with bright green lights. "Shortly before the conference began, green legend James Lovelock — the scientist and environmentalist who first came up with the whole 'Gaia' concept [earth worship...ed.}— warned that the 'green religion' was now 'taking over from the Christian religion.' Running the show at this conference was: 'The Secretary-General of Rio+20...anti-American Chinese Communist known as Sha Zukang... according to the high-ranking Communist Party operative, the Chinese dictatorship has 'broad prospects' for participation in 'international cooperation' on the issue of so-called 'sustainability'...'The executive coordinator of the Rio+20

http://abcsofdumbdown.blogspot.com/2015/09/action-alert-is-green-new-red_22.html
http://abcsofdumbdown.blogspot.com/2015/09/welcome-to-communist-america.html


Obama, the Pope, and the President of China Are Teaming Up to Save the World
Something big and strange is happening in the United States this week.
| Wed Sep. 23, 2015 6:00 AM EDT
 
 
Three leaders. One message. Xi: Ivan Sekretarev/AP; Obama: Everett Collection /Shutterstock; Pope: Giulio Napolitano/Shutterstock
 
Something big and strange is happening in the United States this week.
 
Three wildly different world leaders with divergent personalities, agendas, and backgrounds will be in the same country at the same time, fighting for the same thing—solutions for climate change.
 
Ahead of the UN General Assembly meeting in New York City, an unprecedented triumvirate will be on US soil: President Xi Jinping, the Communist leader of China's 1.3 billion people and the world's biggest carbon polluter; Pope Francis, the leader of the world's 1.2 billion Catholics, and a self-modeled reformer; and US President Barack Obama, the leader of the world's largest economy (and a man who doesn't need to be reelected). In one way or another, they each have made fighting global warming a core part of their leadership at home and abroad.
 
The trio isn't publicly scheduled to meet each other in America this week—though they will almost bump into one another. But the confluence of these heavy hitters is pumping optimism through green groups that a climate accord may finally be forged at the UN meeting in Paris at the end of the year.
 
Suddenly, they say, political rhetoric is turning into real momentum. Here's why.
 
This is Xi's first official state visit to the United States, and climate change is one of the big-ticket items he will likely discuss with Obama at a working dinner (before he heads off to New York for the General Assembly).
 
While the United States and China have loads of thorny issues to grapple with, including computer hacking and the militarization of the South China Sea, climate change is one topic on which the two countries share surprising common ground, according to Li Shuo, who closely tracks international climate negotiations for Greenpeace. The countries' positions are increasingly entwined and hard to unravel, Li said.
 
"The politics are very much bonded together now, which I think carries even longer-term ramifications. I'm not sure whether the US-China cooperation will extend after this president, but I think the politics are increasingly linked and connected very, very closely."
 
And there's already much to capitalize on. In November 2014, the US pledged to cut emissions by up to 28 percent by 2025, while China agreed that its emissions would peak around 2030, and promised to get one-fifth of its power from non-fossil-fuel energy sources by the same year. There are powerful local incentives for Xi to act: foul air full of exhaust and particles from burning coal has reached a tipping point across Chinese cities. Xi's visit this week comes days after an agreement was signed last week at the first-ever US-China Low Carbon Cities Summit in Los Angeles, which commits 11 giant Chinese cities and several major US cities to slashing carbon emissions.
 
Look for more evidence of the United States and China's strategic cooperation in the next two or three days, Greenpeace's Li said. All that energy might lead to a more successful meeting in Paris come the end of the year, Li added: "You have a whole different power dynamic, and that's backed up by quite substantive policy changes in a few key countries, in China and the US."
 
We don't yet know what Pope Francis will tell a joint session of Congress on Thursday, but he's already exciting climate advocates. His six-day visit, his first to the United States, comes after a landmark papal letter, or encyclical, in which he said humans were contributing to the "unprecedented destruction of ecosystems."
 
"Francis first and foremost proclaims climate change as a religious and a moral issue," said Christopher Hale, executive director of Catholics in Alliance for the Common Good, a DC-based not-for-profit that addresses income inequality and the environment. "I think he is the person that can move the needle on the United States' approach to climate more than President Obama can; in particular, I think he can give space to GOP politicians to address this issue."
 
Francis wades into a US culture war over climate change that has prompted one Republican congressman to boycott the pope's address. Meanwhile 10 other conservatives broke ranks with their party on climate and have called for action.
 
"This isn't some lefty ideological policy Pope Francis is pursing," said Hale, who was in the crowd welcoming the pope at Andrews Air Force Base Tuesday afternoon. "Francis can communicate it at a level and to an audience that normally wouldn't listen."
 
In fact, Hale said, Francis scrambles the ideological divide in Congress.
 
"When he talks about caring for creation, he says it comes from the same cloth as caring for the unborn," Hale explained, using the debate over abortion as an example. "It makes a political mess for American politics."
 
The Reverend Canon Sally Bingham—who will greet Francis at his White House arrival ceremony and will be a featured speaker at the Follow Francis rally on the National Mall—agrees: Francis is a political circuit breaker.
 
Francis pulls climate "out of politics and into the hearts and minds of individual people," said Bingham, who is the president and founder of Interfaith Power and Light, a religious group devoted to environmental change. "I think he doesn't attach himself to any one doctrine in a way. He is real, and he's authentic. And he's a thinking person who's not tied to a political party."
 
The rare combination of Obama, Xi, and Francis talking climate at the same time makes Bingham optimistic that the leaders' influence will affect the Paris agreement later this year. "You have science, moral authority, and practicality all coming together, and I think it's quite amazing," she said.
 
And of course, all this additional support gives Obama—whose climate legacy has taken significant shape over the last year—the opportunity to keep saying things like this:
 

Ed note:

Dennis Miller: "Pope should stick to hell is hot rather than planet is hot."

                                    HOW HOT IS IT?

Related Links:

CARNEGIE'S COMMUNIST MANIFESTO FOR AMERICA

Action Alert: Satanic Influences In Education By N...

 

Friday, September 25, 2015

Welcome to Communist America‏


Compliments of the U.N. Agenda 2030 and Sustainability

The United States will turn its sovereignty over  to the United Nations beginning September 25, 2015 at the U.N. General Assembly in New York. Let the New World Order Begin! 

"Once the SDGs are adopted in September, they must be communicated to inspire billions of people everywhere to take ownership and implement the agenda. They must be distilled into something that people can understand, identify with, and relate to their daily lives".

https://sustainabledevelopment.un.org/content/documents/7684summaries%20of%20the%20HLPF%20and%20HLS3.pdf

http://abcsofdumbdown.blogspot.com/2015/09/action-alert-is-green-new-red_22.html

Communism is Atheism. The U.N. Social and Economic Council tells us that we are to be Man-Centered and no person will be left behind!

"We the Ministers, having met at United Nations Headquarters in New York:

4. Are committed to establishing a strong, universal, ambitious, inclusive and people-centered post-2015 development agenda that will build on the foundations laid and experiences gained during the Millennium Development Goals process, complete the unfinished business and respond to new challenges;" http://www.un.org/ga/search/view_doc.asp?symbol=E/2015/L.19&Lang=E

The following are the goals of the UN Social and Economic Council (ECOSOC) to implement Agenda 30. The summary and quotes below are taken from a letter from the President of the ECOSOC, July, 2015. It is Communism in a nutshell.  https://sustainabledevelopment.un.org/content/documents/7684summaries%20of%20the%20HLPF%20and%20HLS3.pdf

ECOSOC says that this will be a transformative agenda. What they mean is transformation from a free society to a Communist society.

"Engaging all stakeholders.   Implementing this transformative agenda will be impossible without engaging multiple stakeholders.  Local governments, which operate on the front line of development, have an important role in localizing the implementation of the agenda. Parliaments should also play a critical role in national leadership and implementation. The involvement of civil society at all levels needs to be consistently strong. The HLPF [High Level Political Forum 2015 of the ECOSOC for Sustainability] can play a role in this regard. Various approaches and pathways will necessarily reflect differences between country circumstances. The HLPF itself must engage major groups and other stakeholders in an ambitious, systematic and innovative way as mandated by the General Assembly."  


The plan is for the total global control at all levels of U. S. government.  The UN "agenda" is to control Americans federally, regionally, and locally.  It will engage all stakeholders, businesses, and all civil society.

"It will be necessary to create a multi-level architecture that can support implementation.   Equitable and transparent governance will play a key role at local, national, regional and global levels."

They say "no person will be left behind".   Haven't we already seen what an iron-clad Marixst/Communist system does to Christianity? 

They will incorporate all forms of social media to communicate their agenda "right down to the grass level where implementation will take place".

Education is to be supported by global partnerships. Of course this is Communist Common Core and the occult World Core Curriculum of Alice Bailey and Robert Muller. It will manifest as Community Education, where all are controlled at the local, grass-roots level (unelected council form of government...Soviet council system).  "Education and awareness-raising are critical to enable ownership of the agenda and its implementation."

The transformation to Communism will be DATA driven:
 "Data collection and analysis would be critical for implementation, follow-up and review of the post-2015 agenda and it would be crucial to use disaggregated data such as by income, age, migratory status, disability, sex and other. All stakeholders should have access to this information.  It is important to link the SDGs with multi-dimensional measures of development and poverty. The review should seek to exploit the possibilities of “big data” and build on the data revolution. Country capacity for data collection, statistics and analyses will need to be strengthened."

Business and Economic sectors will be used to implement and insure "equitable and transparent governance". !!!

"Rallying business to implement the post-2015 agenda will be indispensable. There is a need to communicate the agenda in language it is familiar with. This will encourage long-term investments  that will yield investment returns as well as ensure broad-based socio-economic benefits and engender positive societal changes.   Regulations, safeguards and the rule of law are needed.  Institutional framework:  It will be necessary to create a multi-level architecture that can support implementation. Equitable and transparent governance will play a key role at local, national, regional and global levels. There needs to be system-wide coherence and complementarity between the forum and other existing bodies and institutions, notably ECOSOC. The HLPF must draw from the work of other platforms as much as possible. Regional meetings on sustainable development organized by the UN regional commissions as part of the ECOSOC system can identify regional specificities, review progress and transmit recommendations through established channels to the HLPF".

The Agenda is to be "state led." In other words, global UN dictates are to be state-led - just like Common Core was state led.

"The main principles that were put forward for the reviews were: they should be voluntary and state led; address progress on all SDGs and means of implementation; be rigorous and science-and evidence-based; be inclusive; and support countries in making informed policy choices. Developing countries should be given support, including capacity building. The review mechanism should refrain from shaming, but build incentives to share experiences and lessons; discuss solutions and induce change. It should foster a culture of openness.

Regionalism is Communism and it is an important ingredient in their transformational agenda.

"The regional level is also important for follow-up and review. Regional reviews can serve as a platform for exchange of knowledge and experiences. They can foster the translation of the SDGs into integrated national policies. They can also allow an inclusive discussion of regional trends, address cross border regional issues, support common solutions to common challenges, and foster regional cooperation." 

The universal Global Agenda is coming to America this September, 2015.

"Once the SDGs are adopted in September, they must be communicated to inspire billions of people everywhere to take ownership and implement the agenda. They must be distilled into something that people can understand, identify with, and relate to their daily lives. This is made easier because civil society contributed to shaping the agenda which reflects its aspirations as well as the complexity of today’s world. Communication should aim to make people understand how they personally contribute to the global agenda and to feel proud of this. It will be important to project that this is a universal agenda, with a much greater level of ambition than one could have imagined a few years ago. The motto to “Leave no one behind” is also a powerful vehicle for mobilizing people. It can be a two-way street, and be used to collect data on what people want and to create feed-back loop."

This is the Communist  Agenda for the enslavement of America.
"Limited Learning for Lifelong Labor"


                                                   THE RAISED FIST BRIGADE 
 
 



Tuesday, September 22, 2015

Action Alert: Is Green The New Red?

This mural decorates the walls of MasteryConnect's headquarters in Salt Lake City, Utah.  

To see enlargement of the mural go to:

https://www.google.com/search?q=Masteryconnect+mural&espv=2&biw=1366&bih=667&site=webhp&tbm=isch&tbo=u&source=univ&sa=X&ved

ACTION: Send this post to ALL members of Congress:

U.S. Senate: Senators of the 114th Congress 

Send Emails to Congress on Any Topic | Letter2Congress

AND

to Pope Francis Contact Us | usun.state.gov

IS GREEN THE NEW RED?

Utah's multi-talented researcher, writer, and talk-radio host, Cherilyn Eagar, brought MasteryConnect (MC) and its Mural to our attention.  In an email alert, Cherilyn commented on the Mural:

"Notice the Fist on the back wall. This was - is - the symbol of militant marxism and communism.  The owner of the company said his goal is to "revolutionize education” and they invested in a chaotic, aggressive artistic design to illustrate their mindset.  This mural cost $25,000!

Cherilyn continued by saying, "MasteryConnect" (MC) is the Utah-based software company that provides tools for teachers to assess the performance of their students - a tracking system for mastery learning assessments for common core, but it stresses it is “agnostic core.”  In other words, it doesn’t matter what the label is, they have developed the software to track 6,000 standards for all mastery learning models, and they are getting millions of dollars and growing to international markets.  One of the presenters at Utah’s recent conference - Vander Ark endorsed this software.”  

Apparently, a major thrust of MC is to “reinvent” report cards and change letter grades to a new Mastery Report Card.  This reinvention goes hand-in-hand with the Center for Reinventing Public Education (CRPE), whose goals appear to coincide nicely with Tom Vander Ark’s Smart Cities and Portfolio (Charter) Schools, and Marc Tucker's intent to put all education under the control of the state. It is useless to dismantle the U. S. Department of Education without also dismantling the State Departments of Education. What difference is there if the Federal Government or the State controls education and the student? None! The States have become clones of U. S. Department of Education. Clicking on this site of CRPE is a real eye-opener:  http://www.crpe.org/research/portfolio-strategy/get-started

Incidentally, CRPE is funded by the Carnegie Foundation, the Gates Foundation, the Walton Foundation, the Annie B. Casey Foundation, the Broad Foundation, the National Alliance for Charter Schools, the U. S. Department of Education, etc. Pause here and read the very brief report entitled:  

Action Alert: Satanic Influences In Education By Norman Dodd

You can learn more about MasteryConnect and their Mastery report cards at these sites:

https://www.masteryconnect.com/

http://www.businesswire.com/news/home/20140319005438/en/MasteryConnect-Releases-Mastery-Report-Card-Teachers-Parents#.Vf6PG99Viko

WHY IS MASTERYCONNECT'S FIST GREEN 

And why does the background appear so chaotic?  Does the mural represent "SECOND ORDER CHANGE"?  Here's a definition of Second Order Change:  

"Educator John C. Hillary discussed Second Order Change (SOC) 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”. (Reference: www.deliberatedumbingdown.com by Charlotte Iserbyt, page 277-278.)

Does the Fist represent Communist/Socialism rising up out of the surrounding chaos of Second Order Change?  The owner of MasteryConnect did say he wanted to “revolutionize” education.

Is the Fist green to represent the UN/UNESCO Sustainability Goals to control all inhabitants of the world? Read the article by Tom DeWeese, entitled A New Agenda 21 Threatens Our Way of Life. http://www.newswithviews.com/DeWeese/tom267.htm

DeWeese says:

"Over the weekend of September 25 – 27, 2015, at the United Nations Headquarters in New York City (just as in the 1992 UN Earth Summit in Brazil) thousands of delegates, UN diplomats, representatives of Non-governmental Organizations, heads of state and the Pope, will converge to present a new fifteen-year plan entitled “Transforming Our World: the 2030 Agenda for Sustainable Development.” ". (Emphasis added) Note well the 17 goals described in this article.

Is the Communist "green" agenda of UN/UNESCO, seemingly depicted by the green fist, headed for the classroom with dashboards, charts, and graphs of companies like MasteryConnect to assure Total “Quality” Control of the student, now referred to as Human Capital?   K-12 and college texts and programs are saturated with lessons of UN Agenda 21 Sustainability and Social Justice.

The Communists and Socialists are the ones in control of UN Agenda 21 Sustainability, which is soon to become Agenda 2030. 

Alex Newman, in his article,  UN Report for Rio+20 Outlines Top-down “Green” World Order, appearing in New American said:

"To further their goals of "Agenda 21", in 2012 the United Nations held their Rio+20 Conference on Sustainable Development. U.N. personnel illuminated the statue of Jesus Christ on top of Corcovado mountain with bright green lights. "Shortly before the conference began, green legend James Lovelock — the scientist and environmentalist who first came up with the whole 'Gaia' concept [earth worship...ed.}— warned that the 'green religion' was now 'taking over from the Christian religion.' Running the show at this conference was: 'The Secretary-General of Rio+20...anti-American Chinese Communist known as Sha Zukang... according to the high-ranking Communist Party operative, the Chinese dictatorship has 'broad prospects' for participation in 'international cooperation' on the issue of so-called 'sustainability'...'The executive coordinator of the Rio+20 summit, meanwhile, was French socialist Brice Lalonde...' "


THERE IS NO DIFFERENCE...THERE IS NO DIFFERENCE

COMMUNISM -RED OR GREEN- IS STILL COMMUNISM!

The Mantra for Sustainability is SOCIAL JUSTICE. Social Justice without the other two justices is Socialism. Common Good (Social Justice) is just one of the three requirements for a just society.  It must be accompanied by the other two divisions of Justice, Commutative and Distributive Justice, in order to form a genuine and harmonious Social Order. Otherwise, it is Communism.

"Social (Legal) Justice is one of the three legs of a stool required to establish and balance a true Social Order. The other two legs are Distributive Justice and Commutative Justice.

Social Justice refers to the “Common Good,” which encompasses the legal descriptions set down by civil society.

Distributive Justice requires civil authorities to distribute public benefits, goods, and burdens with equity to all citizens.
 
Commutative Justice encourages all men to observe the strict rights of others."

http://abcsofdumbdown.blogspot.com/2014/08/social-justice-in-schools.html

What part of the word C-o-m-m-u-n-i-s-m don't our educators, and our religious and political leaders understand?

                             COMMUNISM

Related Links:

CARNEGIE'S COMMUNIST MANIFESTO FOR AMERICA


Monday, September 21, 2015

Action Alert: Satanic Influences In Education By Norman Dodd


https://www.youtube.com/watch?v=EK4fVyUtHSQ

Scroll down to bottom for "Action Alert".

Here is a section of the Monteith-Dodd interview from 1980 (24.49mins-29.55 mins) which deals with foundations' role in destruction of conscience through education for One World Government.  Dodd actually points to Satanic influences.  Brilliant, brilliant.
 
Although I knew Norman Dodd and bought the last remaining copy of the 3000 page transcript of the Investigation of the Tax-Exempt Foundations, 1953-1954 (americandeception.com), I was unaware that Dodd had ever expressed so clearly and with such conviction the solution to the problem in education.
 
I transcribed  part of his interview, which follows his brilliant discussion of the  purpose  of the Federal Reserve Banking system:
 
24.49 mins-29.55 mins.
 
Norman Dodd:  Original purpose Federal Reserve was in no sense to eliminate bank failures.  This discrepancy and these contrasts and contradictions are the telltale part that those who have imposed these practices on us who are scared to death that it will be picked up, and as a people, stressed and taught, etc., but it isn't.
 
Dr. Stanley Monteith:  No, and mass media doesn't talk about it at all.
 
Dodd:  No. Neither does educational world.  This is what will meet the challenge:  One accredited educational institution, with Trustees who openly declare that we notice this inconsistency, the contradictions, and we are setting forth an effort to account for them.  And that, in my opinion, would explode the whole network. 

"And they have told me that this is what they are scared of, scared to death that someone, at some point, is going to pick up the end of the string".
 
Monteith:  What is the crux of the issue?
 
Dodd:  Purpose originates with that aspect of human life that condemns man collectively to experience what is known as the Fall of Man.  And that subsequently Christ came into the world with the knowledge that the individual could confront this condition and not become victimized by it.  That entailed the individual emulating Christ who through the temptations in the wilderness was confronted by the Satanic, listening to what the Satanic had to offer, and then say "No; I  know you to be Satan."  And then Satan went away. That to me is the clue to how to nullify this influence which has had humanity in its grip for centuries.  Of course, what it means is that one has to accept the realism of the inclusion of evil.  And that, in turn, challenges the world of education to equip the student with the knowledge necessary to recognize evil in action within the sphere of his own experiences and refuse to be part of it.  And then this influence which has been behind the creation of this network cannot operate.  It cannot operate in the light.  Those who are a part of it know this; they acknowledge that.   Those who are part of it are scared to death that someone is going to pick up the end of the string , and, little by little, follow it to the end.  And, as they put it to me, when that happens,

"We are through".
 
Who is "We" ?:
 
Tax-exempt foundations, the controlled media, UNESCO change agents, "Unity in Diversity" religious organizations, many in tax-funded public, private,  religious, homeschool education sectors, and, lest we forget, the corporations in bed with the government and public private partnerships.

 
ACTION ALERT:
 
Send to Pope Francis at the UN:
 
 

 

Friday, September 18, 2015

Fifty Years Of Tax-Funded Poisonous Education Lies

1965-2015 (ESEA TO ESEA S1177)

In a remarkable admission (Joanne Weiss, ed), the former director of the Race to the Top (RttT) competitive grant program and chief of staff to U.S. Education Secretary Arne Duncan says the federal government “forced” full support for adoption of the Common Core standards from each state by requiring its governor, chief state school officer, and head of the state board of education to sign off on the grant application.


Feds Admit U.S. Education Department ‘Forced’ States To Accept Common Core From Its Start

http://www.breitbart.com/big-government/2015/09/16/feds-admit-u-s-education-department-forced-states-accept-common-core-start/

The above clear admission in writing is very important in order for people to understand how the Dept. of Education operates relative to grants. 

The following abcsofdumbdown.blogspot.com post's content is taken from the deliberate dumbing down of america, pages 170-171,  regarding Project BEST (Better Education Skills through Technology, 1981).  It proves how the U.S. Dept. of Education lies and manipulates in order to get control of  education at the local level.
 
Project BEST (Better Education Skills through Technology) was the federal grant Charlotte, while working in the Reagan Dept. of  Education,1981,leaked to the press (Human Events) mainly due to the blatant admission on page marked CONFIDENTIAL:

"What we can control and manipulate"... at the local level."
 
 
On a sheet circulated within the U.S. Department of Education as an internal document entitled “Project BEST Dissemination Design Considerations,” there appeared the following information:

CONFIDENTIAL:
 
PROJECT DESIGN FEATURES
 
What We Can Control or Manipulate?
 
State participation/selection process
Role of advisors
Content of program
Training of state leaders
Resource people utilized
Basic skills content areas emphasized
Perception of need to use technology
 
BEST’s promotional flyer blatantly discussed how the project would serve not just in education, but for other program areas as well, to implement the national/international management system (MBO, PPBS, TQM):
 
"In addition, the State Team approach and the communications network with professional associations and other groups established by the project will serve as a model for the states in implementing similar efforts in other areas of education, or in such program areas as health, human services, housing, transportation, etc."
WARNING:  Could the  above bolded quote relate to the "in the works since 1946", S1787 Full Service Community Schools Act of 2015, to be voted on sometime in the near future? This lifelong community education will be run by unelected council (soviet form of government). Link to S1787 posts and to Text - S.1787 - 114th Congress (2015-2016): Full-Service Community Schools Act of 2015 | Congress.gov | Library of ABCs of DumbDown: "Community Education", http://rense.gsradio.net:8080/rense/special/rense_Iserbyt.
 

3D, Appendix I (published in 1999)  Community-Centered Schools:  The Blueprint, Montgomery County, Maryland Schools, April 1, 1946.  ...Dr. Paul Mort's [major education change agent, ed] statement below is right on target.  It took exactly fifty years to implement "The Blueprint" in every school of the nation. (Communist United Nations  created in 1945, headed up by Carnegie Corporation's  Soviet agent Alger Hiss!)

Letter of transmittal says:

"The program should be put in 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) 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, every adolescent youth, older youth and the adults as well." S1787, Full Service Community Schools Act of 2015.

Tuesday, September 15, 2015

Doublespeak Abounds

#NoWayESEA   #NoWayESEA   #NoWayESEA

THE SHOEBOX CONSTITUTION?
http://www.newswithviews.com/iserbyt/iserbyt141.htm


There has been much coverage regarding the recent Washington State Supreme Court declaring Charter Schools unconstitutional. A supreme hit to charter schools in Washington - AEI.

The crux of the ruling is centered upon upholding a taxpayer’s right to vote and maintain local accountability. The Court disallowed Charters as they deemed them unconstitutional taxation without representation. Isn’t that why we fought the Revolutionary War? Charter schools have appointed boards while using taxpayer money, but the taxpayer has no say in how the money is to be spent. The Court said:

“But the new schools came with a trade-off: the loss of local control and local accountability”.

It appears that certain conservative think tanks, editors, and organizations, do not agree with the Washington State ruling. For instance, The American Enterprise Institute (AIE) has this to say about the ruling:

“This interpretation matters to our very ideals about civil society. Any decision by state officials that erodes the public nature of charter schools because they fail to fit inside a shoebox definition of a “local, free school” usurps our right to access a diverse set of learning options.”

Should “diversity” and “opinions” trump a state’s Constitution Laws?


The AIE then makes many other elaborate arguments, at the above site, as to why the Court decision is wrong. But, they never point out that voters lose their right to vote. It  appear that they would prefer to support the “ambitions” of those who promote “Choice” and “Charters”… you know… Carnegie's Marc Tucker, Microsoft's Bill Gates, the Walton Foundation, Tom Vander Ark, Arne Duncan and Barrack Obama, Jeb Bush, the Koch Brothers, Heritage Foundation, the corporate privatizers, etc. rather than to protect the “rights” of American citizens to vote.

Others in the conservative movement cited the fact that Washington State voted and passed a Charter initiative in 2012. An article regarding this issue posted in the Daily Caller cited that the Charter initiative, I-1240 was passed by a narrow 1% vote and legalized Charter Schools in Washington State.

The Court responded to this Charter initiative accordingly:

“In sum, the Charter School Act violates article IX, section 2 [of the Washington State Constitution] because charter schools are not common schools despite the Act’s attempt to so designate them. The Act’s designated funding mechanisms fail, and these provisions are not severable for the remainder of the Charter School Act…”

The American Enterprise Institute appears to have a remedy for the Supreme Court ruling:

A supreme hit to charter schools in Washington - AEI.

“Washingtonians’ demand for parental choice is tenacious. If history holds true, families and taxpayers will take this decision back to where it belongs: to the people.”

Isn’t that interesting? In other words, the AEI suggests that the issue go back to the people so that they can vote to eliminate their right to vote. Would such reasoning be the result of the elimination of Formal Logic in schools some time ago; and, could such reasoning qualify one to become...
?






Saturday, September 12, 2015

Doublespeak: ESEA Update # 1

#NoWayESEA   #NoWayESEA   #NoWayESEA

abcsofdumbdown blog will keep you updated regarding HR5 and S1177 conference and vote. Please keep checking back for important updates.

CALL, CALL, CALL (202-224-3121) AND DEMAND YOUR SENATORS AND REPRESENTATIVES VOTE "NO" ON RECONCILED VERSION OF HR5 and S-1177 .

Definition of doublespeak from google:

dou·ble·speak
ˈdəbəlˌspēk/
noun
  1. deliberately euphemistic, ambiguous, or obscure language.
    "the art of political doublespeak"

Read the paragraph below for a prime example of DOUBLESPEAK.

                                             startribune.com

POLITICO's Morning Education 09/10/2015:

KLINE READY TO WORK ON EDUCATION LEGACY: House Education and the Workforce Committee Chairman John Kline said Wednesday his decision to not run for Congress will "free up time" for him to work on legislation including plowing forward with No Child Left Behind reauthorization, which he hopes to complete by the end of the year. Kline declined to tell reporters when an official conference process for No Child Left Behind will begin. He said that September is a short month on Capitol Hill, but he expects a conference - which he will chair - to be formally put together in a matter of weeks. More from Maggie Severns: http://politico.pro/1LXWZYg.

Ambiguity (ed. note):

POLITICO's Morning Education 09/10/2015:

- A number of other education issues are on Kline's plate, too: Aides are at work on Higher Education Act reauthorization, and other issues including school lunch and juvenile justice are on Kline's radar for his final months in office, he said. And an update of the Family Educational Rights and Privacy Act (FERPA, ed.) could happen too, Kline said, though the bill may not go through a committee markup this month. Rather, he's hoping a rewrite to the student privacy law could be rolled into NCLB in the conference process.

                                                      dumpjohnkline.blogspot.com

Wednesday, September 9, 2015

Update On S1177 Conference

From Politico 9/8/15

- On Capitol Hill, edu-insiders expect a conference to begin on the proposed No Child Left Behind rewrites this month or early next. The House- and Senate-passed versions of the bill have significant differences, but aides have been working to find areas of agreement.

CALL, CALL, CALL (202-224-3121) AND DEMAND YOUR SENATORS AND REPRESENTATIVES VOTE "NO" ON RECONCILED VERSION OF S-1177 .

Monday, September 7, 2015

WAR DECLARED AGAINST YOUR CHILDREN

DARLING LINDA WANTS YOUR CHILDREN
 
 

http://edsource.org/2015/new-institute-in-palo-alto-aims-to-help-shape-state-national-k-12-policy/86100
 
Excerpts:
(Bolded = emphasis added)

The institute has opened during a critical period for education policy nationwide and in California. Along with implementing the Common Core State Standards, California is transitioning to a new school accountability system and a financing system that targets substantially more money to high-needs students and shifts control over spending from the state to local school districts. [Charters/unelected boards? ed.]

In Washington, Republicans and Democrats are struggling with aspects of the rewrite of the No Child Left Behind law. But their overall compromise would return more authority over education policy and accountability to the states. That will make it all the more important, Darling-Hammond said, for communities “to know what works and act based on that knowledge. States and the federal government need to be in the knowledge-sharing business,” and the institute will be a forum and conduit for that information, she said.

Independent and nonpartisan, the Learning Policy Institute will differ from most research institutions, Darling-Hammond said, in that it will combine original and existing research to focus on “pressing policy questions” and then will translate the findings so that federal, state and local policymakers and practitioners can adopt the recommendations and bring them to scale. A large focus of  the institute’s work will be on California, she said.

She said the institute’s policy agenda will include:

Examining effective designs for new schools with structures, curriculum and types of learning that young people will need to thrive in a “radically different, knowledge-based world economy.”

Sharing early education programs with strong outcomes so that they can be brought to scale. There is an emerging bipartisan recognition nationally of the importance of early education, she said.

Making recommendations and sharing research on how to attract, train and effectively retain the next generation of teachers; California and other states are already experiencing a diminishing supply of prospective teachers.

Helping to shape an “equity agenda” that draws attention to the United States’ high rates of child poverty and homelessness and unequal school funding and staffing, compared with other industrialized nations. End excerpt.

"New institute in Palo Alto aims to help shape state, national K-12 policy"
 
A prominent scholar from Stanford University will direct a new education institute in Palo Alto whose mission is to influence K-12 policies in both California and the nation.
Linda Darling-Hammond, an emeritus professor at the Stanford University Graduate School of Education, is the president and CEO of the Learning Policy Institute, which formally announced its opening Wednesday. Along with headquarters in the San Francisco Bay Area, the institute has an office in Washington, D.C., an initial budget of $5 million and a staff of 30 that may grow to 50 within a year.

The new position will take most of Darling-Hammond’s time, although she will continue to teach occasionally as an emeritus professor at Stanford and to serve as chair of the California Commission on Teacher Credentialing. Patrick Shields, who managed research at SRI Education for two decades with a focus on California’s teaching force, will be the new institute’s executive director.

The San Francisco-based
Sandler Foundation is the lead funder with the Atlantic Philanthropies, the S.D. Bechtel, Jr. Foundation, the Ford Foundation, the William and Flora Hewlett Foundation and the Stuart Foundation also providing initial support for the institute.

The institute has opened during a critical period for education policy nationwide and in California. Along with implementing the Common Core State Standards, California is transitioning to a new school accountability system and a financing system that targets substantially more money to high-needs students and shifts control over spending from the state to local school districts.

In Washington, Republicans and Democrats are struggling with aspects of the rewrite of the No Child Left Behind law. But their overall compromise would return more authority over education policy and accountability to the states. That will make it all the more important, Darling-Hammond said, for communities “to know what works and act based on that knowledge. States and the federal government need to be in the knowledge-sharing business,” and the institute will be a forum and conduit for that information, she said.


Independent and nonpartisan, the Learning Policy Institute will differ from most research institutions, Darling-Hammond said, in that it will combine original and existing research to focus on “pressing policy questions” and then will translate the findings so that federal, state and local policymakers and practitioners can adopt the recommendations and bring them to scale. A large focus of  the institute’s work will be on California, she said.

She said the institute’s policy agenda will include:

Examining effective designs for new schools with structures, curriculum and types of learning that young people will need to thrive in a “radically different, knowledge-based world economy.”

Sharing early education programs with strong outcomes so that they can be brought to scale. There is an emerging bipartisan recognition nationally of the importance of early education, she said.

Making recommendations and sharing research on how to attract, train and effectively retain the next generation of teachers; California and other states are already experiencing a diminishing supply of prospective teachers.

Helping to shape an “equity agenda” that draws attention to the United States’ high rates of child poverty and homelessness and unequal school funding and staffing, compared with other industrialized nations.

The timing may be right for a new institute focusing on these issues and for Darling-Hammond. An early education adviser to President Obama, who considered naming her secretary of education, she has been a critic of the standardized test-based school sanctions and federally prescribed options for turning around low-performing schools under the No Child Left Behind law. She also has criticized the federal government’s pressure for states to use standardized test scores to evaluate teachers.

As California, under Gov. Jerry Brown, rejected federal initiatives like the Race to the Top funding competition and went its own way, education leaders have turned to Darling-Hammond. Brown appointed her to the Commission on Teacher Credentialing, where she and the commission have been rewriting requirements for training and credentialing teachers and principals. Superintendent of Public Instruction Tom Torlakson asked her to co-lead the task force that produced his
Blueprint for Great Schools in 2011. The State Board of Education has turned to her for advice on creating a new school accountability system based on a collaborative process of improvement and a dashboard of measures of student and school performance. She gave a lengthy presentation of her ideas at the board’s May meeting.

While an advocate for many of these policies and viewed as an ally of the nation’s teachers unions, Darling-Hammond said that the institute is committed to evidence-based, high-quality research that “addresses the complex realities facing public schools and their communities.”

An author of 20 books and 500 publications, she has frequently testified before Congress and was an advisor to the Smarter Balanced Assessment Consortium, which has produced the standardized tests for the Common Core State Standards for California and other member states. While not involved in the creation and adoption of the Common Core – she has criticized its timeline for implementation – she has championed the standards’ goals of deeper learning and problem solving.

Along with researchers, the institute will employ educators, policy experts and communicators who will hold briefings, seminars and debates and do extensive communications outreach and networking, the institute said in a press release.


But David Plank, executive director of Policy Analysis for California Education, or PACE, a research center, said the institute’s “biggest asset will be Linda.”

“All of us say we want our research to influence policy,” he said. “Linda is uniquely engaged at the highest levels of California and Washington, with a direct line to those making policy decisions so she is in a unique position to make research matter.”

Susan Sandler, a trustee of the Sandler Foundation, will chair the board of directors. Other members are Henry Louis Gates, Jr., director of the W. E. B. Du Bois Institute for African and African American Research at Harvard University; Kris Gutiérrez, professor of Language, Literacy and Culture at UC Berkeley and former president of the American Education Research Association; David Lyon, founding president emeritus of the Public Policy Institute of California; David Rattray, executive vice president of the Los Angeles Chamber of Commerce; and Stephan Turnipseed, chairman of the Partnership for 21st Century Skills.

http://learningpolicyinstitute.org/our-work/

It is with great pleasure that we're writing to let you know about our new endeavor: The Learning Policy Institute. See our announcement below for more information.

Best,

Linda Darling-Hammond
President and CEO

Patrick Shields
Executive Director

NEW NATIONAL EDUCATION THINK TANK 
TO FOCUS ON LEARNING
 
"Learning Policy Institute" to bridge research and policy; 
respond to 'New Moment'

Palo Alto, CA - A new national education think tank - the Learning Policy Institute - is being announced today.  Its mission is to conduct high-quality research to inform evidence-based policies that can prepare all students for the challenges of our fast-changing, knowledge-based society. 
 
Bridging the often far-apart worlds of research and policymaking, as well as knowledge about learning and the design of education systems, the Institute's work will be independent and nonpartisan, focusing on learning from pre-K through high school. Internationally renowned researcher and policy expert Linda Darling-Hammond will serve as president and CEO of the organization.
 
"We've arrived at a new moment for public education in America," said Dr. Darling-Hammond. "All children need to be able to inquire deeply, think critically, communicate, and collaborate to solve challenging problems. Fortunately, we have growing knowledge about how to create learning environments that can accomplish these goals. The Learning Policy Institute will focus on turning that knowledge into action to promote policies that enable each and every child to learn, think and thrive."
Darling-Hammond, who is Charles E. Ducommun Professor of Education Emeritus at the Stanford University Graduate School of Education, is joined by Executive Director Patrick Shields, who comes to the Institute after 20 years creating and building a highly respected education research center at SRI International. They will lead a team of researchers, educators, policy experts, and communicators that will conduct, marshal, and disseminate research; translate research for federal, state, and local policymakers; host policy briefings, seminars, and debates; and engage in extensive communication, outreach and networking. 
 
"Rather than leaving research on the shelf, where it often lands, the Learning Policy Institute will carry research about what works directly into the policy arena," said Shields. "We'll provide all those who care about improving education with independent, practical knowledge and information."
 
In doing this work, Institute staff will connect the people who shape public policy with evidence, ideas and actions to strengthen the education system and address the complex realities facing public schools and their communities. And they will collaborate with leaders in education, government, business and other fields who share a commitment to high-quality education and who want to follow the evidence where it leads in the search for smart policy.
 
"In this new moment, there's very substantial interest in finding agreement across old political divides so that our nation can move education forward," added Board Chairwoman Susan Sandler. "Most people want an education system that guarantees that all children learn and graduate, find good jobs, and contribute to society to make the world a better place. The Institute will build on those areas of agreement."
In addition to Ms. Sandler, a trustee with the Sandler Foundation, and Dr. Darling-Hammond, the Board of Directors includes:
  • Henry Louis Gates, Jr. - Alphonse Fletcher University Professor and Director of the W. E. B. Du Bois Institute for African and African American Research at Harvard University.
  • Kris D. Gutiérrez - Professor of Language, Literacy and Culture at the University of California, Berkeley; Former President of the American Education Research Association; Former Vice-chair and current board member for the Institute for Education Sciences.
  • David Lyon (Treasurer) - Founding President Emeritus of the Public Policy Institute of California and a member of the Council on Foreign Relations.
  • David Rattray - Executive Vice President, Education and Workforce Development, Los Angeles Chamber of Commerce, President of UNITE-LA.
  • Stephan Turnipseed - Executive Director of Strategic Partnerships, LEGO Education; President Emeritus, LEGO Education, North America; Chairman, The Partnership for 21st Century Skills.
The Atlantic Philanthropies, the S.D. Bechtel, Jr. Foundation, the Ford Foundation, the William and Flora Hewlett Foundation, the Sandler Foundation, and the Stuart Foundation are providing initial support for the Institute.
 
More information on the Learning Policy Institute can be found at http://www.LearningPolicyInstitute.org and on Twitter @LPI_Learning. Also see Linda Darling-Hammond's Huffington Post blog.
###
About Linda Darling Hammond (President and CEO)
Linda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University where she founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign. She continues to teach part-time in the Stanford Graduate School of Education.  She previously served as Director of the RAND Corporation's education program and as the William F. Russell Professor of Education at Columbia University, Teachers College.
 
Darling-Hammond is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, and Research-to-Policy.  She is also a member of the American Association of Arts and Sciences and of the National Academy of Education.  She is recipient of 14 honorary degrees as well as numerous national and international awards for the quality and impact of her research.  These include the coveted Grawemeyer Award, the Brock International Prize, the Pomeroy Award for Outstanding Research, and the Margaret B. Lindsay Award for Distinguished Research in Teacher Education. 
 
Darling-Hammond began her career as a public school teacher and co-founded both a preschool and a public high school. She has consulted widely with federal, state and local officials and educators on strategies for improving education policies and practices.  From 1994-2001, she was Founding Executive Director of the National Commission on Teaching and America's Future, whose 1996 report What Matters Most: Teaching for America's Future was named one of the most influential reports affecting U.S. education in that decade. In 2006, Darling-Hammond was named one of the nation's ten most influential people affecting educational policy.  In 2008, she served as the leader of President Barack Obama's education policy transition team.  Among her more than 500 publications are a number of award-winning books, including The Right to Learn, Teaching as the Learning Profession, Preparing Teachers for a Changing World and The Flat World and Education.  She received an Ed.D. from Temple University, with highest distinction, and a B.A., magna cum laude, from Yale University.  
 
About Patrick Shields (Executive Director)
Patrick Shields was previously the executive director of SRI Education. He has more than 25 years of experience managing large-scale social science research projects, and his work has focused on efforts to provide high-quality learning opportunities to every student in the United States. He served as research director for Teaching and California's Future, a 13-year initiative to track the quality of the teacher workforce that contributed to legislation to ensure high-quality teaching for the poorest of California's students. Shields has also overseen many NSF- and foundation-supported studies of STEM opportunities for disadvantaged children, including as the co-principal investigator of the Science Activation Lab, a national research and design effort to dramatically strengthen learning. In addition, he previously was co-principal investigator of a U.S. Department of Education study on English-learner reclassification in California.
 
Shields received a Ph.D. and an M.A. in Educational Policy from Stanford University, an M.A. in Educational Administration from Columbia University and a B.A. in Romance Languages from Amherst College. He serves on the National Academy of Sciences Committee on Strengthening Science Education through a Teacher Learning Continuum. He also was on the Academy's Committee on the Influence of Standards in Mathematics, Science, and Technology; worked as a senior policy advisor to the Center for Research on Educational Diversity and Excellence at the University of California, a member of the National Council of Teachers of Mathematics Standards Impact Research Group; and served as a member of the Committee of Visitors for the Center for Informal Learning and Schools.