Wake Up, Catholics, Part 7

#NoWayESEA
                                                                       

                                                             

         The Renaissance, "Inner Experience", and Nouvelle Theology

                                                                                              By Betsy Kraus


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

                                                                          

"The Renaissance Men"

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

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

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



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

                                                              

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

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

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

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


                                                                  

 

Unified Field of Everything?

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

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

                                                                     

                                                                 The Sephirot of the Kabbalah

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

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

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




                                                                                                                       
                                                                                                                    …To Be Continued:


Part 1: Wake Up, Catholics
Part 2: Cookie Cutter Common Core & Private Education
Part 3: The People's Church
Part 4: The Theology of Community Organizing
Part 5: MODERNISM AND NOUVELLE THEOLOGY
Part 6: NOUVELLE THEOLOGY

  
 
                                                    
 

 

 

 

 

 

CARNEGIE COMMUNIST COMMON CORE UPDATE

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



http://www.critical-theory.com/student-council-candidate-runs-as-soviet-bear-hilarity-ensues/

The above link relates to the anticipated student behavior resulting from Carnegie's Communist Common Core.









Go to American Deception  for the free download of Carnegie Corporation's Conclusions and Recommendations for the Social Studies 1934 which calls for using the schools to change America's capitalist economic system to a communist planned economy and, in some cases, to take YOUR land.
(Type conclusions into the search engine.)

HOW CAN ANYBODY BE THIS STUPID?

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

"Giuliani blamed the problems on "very left wing policies of dependency" and leaders who "don't do anything about the schools, let the teachers union push you around so you can't have vouchers, don't support charter schools, don't move people off welfare."











http://www.newsmax.com/Headline/giuliani-liberal-democrats-baltimore/2015/04/28/id/641383/#ixzz3Yh9tWiO8

THE BRAINWASHING OF THREE+ GENERATIONS AND/OR THE ABCS OF GLAZED EXPRESSIONS

  #NoWayESEA                               

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

(Brainwashing 101:  from 1941 to 1948 to 2015)

1941  "An observer, seeing that the largest poster in sight bears the letters U.S.S.R., might
think that this is a picture of a school room in Russia. It is a picture of a room in a public
school in Philadelphia."

Excerpt from the deliberate dumbing down of america 3D, pages 30-33:

Education for Destruction:  An Eyewitness Account by Dr. B.R. Burchett, former Head of Department of Latin in the Philadelphia public school system.

 

The advertising brochure for Dr. Burchett's book reads as follows:

 

NOW for the First Time—the AMAZING STORY OF COMMUNISTS’ INIQUITOUS

CORRUPTION OF AMERICA’S SCHOOL CHILDREN

 

HOW does the small Sovieteer minority control loyal teachers in our schools and colleges?

 

HOW are anti-American, anti-religious, anti-Christ textbooks forced upon teachers and students?

 

WHY are Washington and Jefferson ridiculed, while Marx and Lenin are canonized in the schools?

 

WHY are boys and girls of 13 taught free love, sexual promiscuity, and other degrading subjects?

 

WHAT’S GOING ON IN OUR AMERICAN SCHOOLS ANYWAY?

 

The answers to these and other dismaying questions are all found
in Education for Destruction:  An Eyewitness Account by Dr. B.R. Burchett, former Head of Department of Latin in the Philadelphia public school system. It is a fearless and devastating exposé of Communism in America’s schools, its concealed objectives, hidden motives, serpent-like power, and its vicious demoralization of children and adolescents. EVERY parent... EVERY educator...EVERY clergyman should read this book! [emphasis in original]

 

Dr. Burchett has included, opposite the title page of her book, a photograph of one of the
classrooms in the school in which she taught. Under the photo are the words “No communism in the public schools?” accompanied by the following comments:

 

"An observer, seeing that the largest poster in sight bears the letters U.S.S.R., might
think that this is a picture of a school room in Russia. It is a picture of a room in a public
school in Philadelphia. Did Superintendent Broome know about this? Did the Board of
Education know about it? The picture is taken from Dr. Broome’s Annual Report to the Board of Education, for the year ended June 30, 1936...."

 

Education for Destruction :  An Eyewitness Account

is available as a FREE DOWNLOAD at AmericanDeception.com

 

 

1948 COLLEGE POLL SHOWS 63 PERCENT FAVOR SOCIALISM

Excerpt from Education for the New Social Order...

Tragic Results Now Apparent, by Augustus G. Rudd, Chairman, Guardians of American Foundation (delivered before the National Society of New England Women, New York, N.Y., February 26,1948)

 

STUDENTS LOSE FAITH IN AMERICAN WAY

At a delightful garden party near the banks of the Hudson River, there were present several students from a nearby women's college, two of whom I engaged in conversation . Although these young ladies were born and bred in the finest American tradition, I was amazed to hear their opinions on
economic and political philosophy.   Both held that our American free economy was outmoded, that the profit motive was bad, and that socialism would be an improvement . Both were
lukewarm about the value of the Constitution of the United States; saying that it had outlived its usefulness in many respects and now retarded democracy. One said that communism
was a modern form of democracy from which we could adopt many desirable features.  In short, these college girls had little or no faith or belief in our American system regardless of its glorious record of material and spiritual blessings, the envy of oppressed peoples all over the world.

 

COLLEGE POLL SHOWS 63 PERCENT FAVOR SOCIALISM

 

No doubt all of you have had similar experiences, for this leading girls college is not unique . It could be any of about two-thirds of our colleges, for men or women, North, South,
East, or West ; for a carefully conducted survey recently revealed that nearly two-thirds of our college students favored socialism.   Dr. Henry Link posed the following question to a cross section of 5,000 people : "If the Government owned and managed industries, would you get more or less
for your money than you do now?" Among the general population, 43 percent said that they would get as much' or more under Government ownership, and 63 percent of the college students polled were of this opinion . Bewildered parents all over the country have been asking
themselves in recent years, "How do these youngsters get that way?" Time and again I have heard a distressed parent say, "Jim certainly didn't get it at home ." Or, "Jane was all right before she went to college ." So, what is the answer? Is there a pattern or plan behind a widespread movement?
Unfortunately, this condition has been brought about largely by design. Briefly, this is the story:

 

DEBUNKING THE FOUNDING FATHERS

Thirty-five years ago, Charles A . Beard, then a young professor at Columbia University, wrote a book called An Economic Interpretation of the Constitution of the United
States, in which he questioned the motives and the work of the founding fathers of this Republic.  This book may properly be considered the primary course of the "debunkers"
of American history. It advanced the theory of "economic determinism," meaning that any man's motives are dominated by, his present or expected wealth, and therefore his actions
must be judged solely in this light . Since most of the signers of the Constitution were men of some wealth (quite naturally, since they were educated and education was rare and expensive in those days) it follows, according to the book, that their impelling motives for creating this great charter of freedom were not necessarily for the good of the whole people but rather for the delegates' own personal interest . In his 1913 book Beard states : "Suppose * * * that substantially all of the merchants, money lenders, security holders, manufacturers, shippers, capitalists, and financiers and their professional associates are to be found on one side in support of the Constitution and that substantially all or the major portion of the opposition came from the non-slave holding farmers and the debtors-would it not be pretty conclusively demonstrated that our fundamental law was not the product of an abstraction known as `the whole people,' but of a group of economic interests which must have expected beneficial results from its adoption?"...

http://notyourmomasblog.com/wp-content/uploads/2014/11/Vital_Speeches-Ed_For_The_New_Social_Order-Rudd-1948-8pgs-EDU.sml_.pdf

 

2015  Carnegie Corporation's Communist Core

 

The abcsofdumbdown.blogspot.com and/or the deliberate dumbing down

of america (FREE download at http://www.deliberatedumbingdown.com)

contain additional verbatim quotes for research on this subject.

 

 

 

 

GO FIGURE !

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


SENATE'S  2015 CALENDAR FEATURES FULLER WEEKS, FEWER BREAKS

Congress Schedule 2015: McConnell Releases Senate Calendar

VERY COMPREHENSIVE EXPLANATION OF MOST DANGEROUS AMENDMENTS TO THE EVERY CHILD ACHIEVES ACT OF 2015

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



"Controversial amendments including issues such as vouchers and teacher evaluation requirements were kept off of the bill, but those debates are still expected to be had when the bill hits the full senate. Leaders have said that will be later this year, but no debate has been scheduled yet.)"

(What do bolded words above mean?  Is "later this year" a typo?  Do they mean "later this month" or what? We shouldn't let our guard down; this bill could be passed at any time.  Remember, passage of the Federal Reserve legislation took place December 23, 1913, the day before  Christmas Eve... when most  members of Congress were on vacation.  This blog will keep you informed, but you, yourself, could help us by searching, every single day, the Internet links  related to this freedom-busting legislation.)

 

 

More details on U.S. Senate HELP committee’s ESEA reauthorization bill

 

 

The U.S. Senate Committee on Health, Education, Labor and Pensions (HELP) met last week to markup a bipartisan bill to reauthorize the Elementary and Secondary Education Act (ESEA) or No Child Left Behind (NCLB). The committee considered over 50 amendments to The Every Child Achieves Act of 2015, which is co-authored by Chairman Lamar Alexander (R-TN) and Ranking Member Patty Murray (D-WA), and ultimately passed the measure unanimously, 22-0.

The markup was conducted over a three day period that was closely managed by both authors in order to prevent controversial amendments from jeopardizing the bill’s bipartisan path forward. In the end, of the 57 amendments considered, 29 were adopted. Controversial amendments including issues such as vouchers and teacher evaluation requirements were kept off of the bill, but those debates are still expected to be had when the bill hits the full senate. Leaders have said that will be later this year, but no debate has been scheduled yet.

Below is a listing of the amendments passed during the committee markup as well as a few noteworthy amendments either withdrawn or defeated during committee.

 

Amendments adopted:

• Amendment by Baldwin: creates grants for enhanced assessment instruments and audits of state and local assessment systems.
• Amendment by Baldwin: requires the reporting of students with career and technical proficiency on report cards.
• Amendment by Baldwin: provides grants to initiate, expand, and improve physical education programs.
• Amendment by Baldwin: authorizes grants to encourage the use of technology to improve college and career readiness.
• Amendment by Bennet: reduces the burden on districts with regard to reporting data for annual report cards.
• Amendment by Bennet: pertains to financial literacy and federal financial aid awareness efforts.
• Amendment by Bennet: allows funds to be used for the creation of teacher and principal preparation academies.
• Amendment by Bennet: increases engagement from the U.S. Secretary of Education to assist rural school districts with competitive grants.
• Amendment by Bennet: creates grants for education innovation and research aimed at high-needs students.
• Amendment by Bennet: establishes a weighted student funding flexibility pilot program.
• Amendment by Burr: alters the funding formula for teachers and leaders to be based 80 percent on poverty and 20 percent on population.
• Amendment by Burr: adds a hold-harmless provision for Title II formula funding for teachers and leaders by mandating a 14.29 percent reduction each year over seven years. This amendment barely passed: 11-10.
• Amendment by Casey: authorizes funding for Ready-To-Learn Television.
• Amendment by Casey: reinserts hold-harmless language in Title II, Part A. This amendment was later amended by Burr’s narrowly passed hold-harmless amendment mentioned above.
• Amendment by Casey: creates a grant program for districts that wish to reduce exclusionary discipline practices.
• Amendment by Collins: creates an Innovative Assessment and Accountability Pilot.
• Amendment by Franken: reinstates the Elementary and Secondary School Counseling program.
• Amendment by Franken: allows computer-adapted testing and adds other assessment criteria.
• Amendment by Franken: supports accelerated learning programs.
• Amendment by Franken: adds language to improve STEM instruction and achievement.
• Amendment by Franken: creates a grant program for schools that utilize Native American languages for instruction with their students.
• Amendment by Isakson: allows parents to opt out of testing.
• Amendment by Mikulski: adds the Javits Gifted/Talented Students Education Act of 2015.
• Amendment by Murkowski: reinstates 21st Century Community Learning Centers.
• Amendment by Murphy: ensures that states work to reduce physical and mental abuse related to seclusion/restraint.
• Amendment by Murray: requires reporting of data on military-connected students.
• Amendment by Murray:  authorizes Project SERV allowing for services to schools in the aftermath of violent events.
• Amendment by Murray:  authorizes early learning alignment and improvement grants.
• Amendment by Whitehouse: establishes a program for literacy and arts education.

Additional amendments of note:

• Amendment by Scott: would have given states the option to let Title I funds follow a student to any school, including private schools. Scott ultimately withdrew his portability amendment because of the controversial nature, but this is likely to be an amendment debated on the senate floor. Chairman Alexander said he looked forward to voting for such an amendment in the full senate.
• Amendment by Warren: would have required states to describe how methods used for evaluation were reasonable and reliable, if a state chose to implement an evaluation system. Chairman Alexander said it would unnecessarily put federal requirements on state evaluation systems. The amendment failed on a 10-12 roll call vote.
• Amendments by Alexander and Casey: would have dealt with bullying. The two offered dueling amendments regarding bullying and underwent extensive debate. Both eventually withdrew their amendments with the expectation to debate the issue again on the senate floor.

Other amendment topics not adopted in committee markup but that could be addressed on the senate floor include Title I comparability (a means of equalizing funding between schools with differing levels of need), interventions for struggling schools, and additional targeted support for certain student populations. Stay tuned for updates once a floor debate is scheduled.

This entry was posted in Congress, Legislative Update, NCLB/ESEA and tagged accountability, Congress, ESEA, NCLB/ESEA, Senator Lamar Alexander, Senator Patty Murray, testing, The Every Child Achieves Act of 2015, U.S. Congress, U.S. Department of Education, U.S. Senate, U.S. Senate HELP Committee on April 24, 2015 by Kate Kuhlmann. - Leave a reply

 

PROPOSAL FOR MASSIVE PRIVATE SCHOOL VOUCHER PROGRAM IN TEXAS

  #NoWayESEA                              


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


(Is this a model for other states to replicate?  It surely is related to tax-funded school choice/charter schools with unelected boards language included in the amendments to The Every Child Achieves Act of  2015)

The Every Child Achieves Act of 2015 | Teach the Vote


Excerpt:  A high-profile bill to create a massive private school voucher program in Texas has not yet been brought up for a vote on the Senate floor, despite sitting on the Senate Intent Calendar for several days now. Lt. Gov. Dan Patrick (R) has identified the bill, Senate Bill (SB) 4, as a top education priority. SB 4 is being carried by Sen. Larry Taylor (R), who chairs the Senate Education Committee. The bill sets up a  “back door” voucher by using state funds to give a franchise tax credit to businesses that donate money to private, state-sanctioned “educational assistance organizations.” The 25 non-profit organizations pre-selected to act as those educational assistance organizations would then provide scholarships for eligible students to attend private or parochial schools.

SB 4 would cause local public school districts to lose revenue, and the costs of the state program would likely swell as existing private or home-schooled students avail themselves of the state-funded scholarships. ATPE members are strongly urged to contact their legislators – especially in the Senate – to express opposition to SB 4. Visit our Officeholders page to find out who represents you in the Senate, and click here to access additional information and talking points on ATPE’s opposition to SB 4.

LINK TO ISERBYT/BOBBY GUNTHER WALSH RADIO INTERVIEW

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




Listen to this dynamite interview in the heart of pro-tax-funded school choice/charters with no elected boards Pennsylvania !


 Charlotte Iserbyte 4-27-15 (Audio)

CHARLOTTE ISERBYT ON BOBBY GUNTHER WALSH ON NEWS RADIO TODAY !

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

HAVE YOU MADE YOUR VOTE NO PHONE CALL?


Bobby Gunther Walsh on NewsRadio 790 WAEB at  approx. 8:55 AM - 10:00 AM EST.

Charlotte will be discussing Carnegie Corporation's role ( history behind) The Reauthorization of ESEA and it's connection with the 1985 Reagan/Gorbachev and Carnegie/Soviet Academy of Science Education Agreements.


SOVIETS IN THE CLASSROOM AMERICA’S LATEST EDUCATION FAD, 1986... (PART 1)‏

THIS IS WHAT COMMUNIST COMMON CORE/THE REAUTHORIZATION OF ESEA IS ALL ABOUT

   #NoWayESEA                          
                              

NO WAY ESEA! NO WAY ESEA! NO WAY ESEA


　
The US Department of State, in a telephone call from a concerned citizen in the late 1990's, confirmed that these agreements were still in effect.

ADVERTISEMENT, THE WASHINGTON TIMES, PAGE A-14/FRIDAY, JULY 1987

(paid for by National Citizens Alliance, P.O. Box 6347, Washington, D.C. 20015-0347)


LISTEN AMERICA, ‘EDU-GATE’ IS BIGGER 
 THAN THE ‘IRAN-CONTRA AFFAIR’ AND
            ‘WATERGATE’ COMBINED                                        

                                                      

IT IS THE ULTIMATE BRAINWASH OF OUR CHILDREN, AND IF ALLOWED TO STAND, NOTHING, ABSOLUTELY NOTHING WILL BE WORTH FIGHTING FOR.
What is "Edu-Gate"? "Edu-gate" is the Sovietization (internationalization) of the
American classroom.

In October, 1985 "A meeting of American and Soviet educational computer experts... produced an agreement to exchange specialists involved in the improvement of elementary and secondary education." (The New York Times, December 10, 1985)

The meeting in Moscow was held under the auspices of the Carnegie Corporation of New York and the Soviet Academy of Sciences, and approved by the U.S. State Department and National Security advisors.

That meeting paved the way for the U.S.-Soviet education agreements signed at the Geneva Summit in November, 1985 to promote "Cooperation in development of exchanges and software-related instruction for elementary and secondary school students." (The Washington Post, November 26, 1985)

EDUCATE IS THE REALIZATION OF WHAT ALEXANDER SOLZHENITSYN WARNED AGAINST IN 1973 WHEN HE SAID; "CO-EXISTENCE ON THIS TIGHTLY KNIT EARTH SOULD BE VIEWED AS AN EXISTENCE NOT ONLY WITHOUT WARS –THAT IS NOT ENOUGH –BUT ALSO WITHOUT VIOLENCE, OR TELLING US HOW TO LIVE, WHAT TO SAY, WHAT TO THINK, WHAT TO KNOW AND WHAT NOT TO KNOW." (SEPTEMBER 11, 1973) (Emphasis added)

Article IV (d) of the General Exchanges Agreement printed in the [upper right hand corner] of this page explains that Soviet curricula will be used in American classrooms. Will these materials reflect the Soviet viewpoint on "how to live, what to say, what to think, what to know and what not to know"?


CONGRESS MUST INVESTIGATE PRIVATIZATION OF EDUCATION!

SPECIFICALLY WE CALL FOR AN INVESTIGATION OF THE FOLLOWING:
(1) The General Agreement Between the United States of America and the Governmenet of the Union of Soviet Socialist Republics on Contacts, Exchanges and Cooperation in Scientific, Technical, Educational, Cultural and Other Fields" signed by Secretary of State George Shultz and Soviet Foreign Minister Shevardnadze on November 21, 1985.

Although this advertisement deals specifically with the education portion of the agreements, other portions of the agreements are equally important. For example, Article XI of the General Agreement states "The parties will encourage exchanges of representatives of municipal, local and state governments...to study various functions of government at these levels."

(2) The "Program of Cooperation and Exchanges Between the United States of America and the Union of Soviet Socialist Republics Republics for 1986-1988".

(3) We also call on the Congress to investigate the role of the U.S. Department of State in authorizing the private, unelected Carnegie Corporation of New York to negotiate with the Soviet Academy of Sciences regarding curriculum development and the restructuring of education (the privatization of foreign policy and education policy, where there is no accountability to you, the taxpayer.)

"LIKE PUTTING THE KGB INTO THE CLASSROOM"?

Richard Perle, former Assistant Secretary of Defense for International and Security Policy, recently told the House Subcommittee on International Scientific Cooperation:

"Among the many collection agencies whose activities were revealed in those highly secret Soviet reports which came to us early in the Reagan Administration, is the Soviet Academy of Sciences...What is surprising is the enthusiasm with which various United States Government agencies should advocate renewing, enlarging, extending and initiating scientific and technical exchanges with an organization known to be part of the Soviet intelligence establishment. I urge Congress to conduct a thorough, searching examination of these exchanges." ("Like Putting the K.G.B. into he Pentagon", The New York Times, 6/30/87).

To our knowledge, Mr. Perle, who was involved in the General Agreement signed at Geneva in 1985, has never objected to the United States Government and the Carnegie Corporation Of New York negotiating with the same Soviet Academy of Sciences in regard to education.

                                                              WHY CARNEGIE?



The U.S. Dept. of Education, in response to a letter from a concerned citizen, said that since educational decisions in the U.S. should be made at the local level, "the State Department...apparently determined that it would be more appropriate for a non-federal organization, the Carnegie Corporation of New York, to represent the United States in the exchange." (Emphasis added)

The Los Angeles Times, June 12, 1987 reported that Dr. David Hamburg, President of the Carnegie Corporation and chief negotiator for the exchange agreement "stressed the special position of privately endowed foundations that can operate in areas government may prefer to avoid." (Emphasis added)

In other words, it’s illegal for the U.S. Dept. of Education to develop curriculum for local schools, but it’s OK for the tax-exempt, private Carnegie Corporation acting as an unelected "Ministry of Education" to cooperate with the Soviet Union, in the development of curriculum for local schools. Why was the Carnegie Corporation selected? America must be told.

Rep. Lee Hamilton (D. IN), Chairman of the Joint Committee investigating the Iran-Contra affair said during the hearings, "The use of private parties to carry out the high purposes of government makes us the subject of puzzlement and ridicule."

Is Congress equally concerned about the State Department’s designation of the private unelected tax-exempt Carnegie Corporation to negotiate with the Soviet Union in the development of educational materials and in the restructuring of American education? Is Congress equally concerned about the United States Information Agency (USIA) use of tax money to manage private organizations’ participation in the General Exchanges Agreement?

Is Congress equally concerned about the role of private citizen Armand Hammer in the privatization of foreign policy? (The 1986 Annual Report of Hammer’s Occidental Petroleum Corporation states "Dr. Hammer’s unceasing encouragement helped bring about the Geneva Summit between the Soviet Union and the United States and the resulting new cultural exchange agreement between the two countries.")(Emphasis added)

                                                 SOVIETS HAVE NOT MELLOWED

Ambassador Malcolm Toon, a career foreign service officer and former American Ambassador to the Soviet Union under President Carter, said in a speech at the Hotchkiss School on November 1, 1985, "We must recognize the Soviet Union for what it is – a ruthless and brutal power...its leadership is conspiratorial in nature and its foreign policy inherently aggressive...The Soviets will extend and consolidate their power wherever they think they can do with impunity. " (Emphasis added)

                                    SOVIET CHILD STEALING AND TORTURE

Toon’s statement is supported by the following information in an article "Soviets Try to Reshape Afghan Culture" published in The Washington Post, January 13, 1986:

"The Soviets are taking children out of the schools and sending them to be brought up in the Soviet Union," and "The teachers in the schools help the Soviets, and if people go ask where the children were taken, the teachers will not talk to them... the parents afterward received letters from their children mailed from the Soviet Union." One spokesman asked, "Do American people know about this?"

"...the Soviets are using– from kindergarten to the university level, cultural exchanges, religious institutions and the mass media..." to bring about cultural and political change in Afghanistan. It was further reported that "Soviets have retooled the Afghan system – installing Soviet teachers, a Marxist-Leninist curriculum and a reinterpretation of Afghan history..."

The Washington Times, December 11, 1985 reported that President Reagan accused the Soviets of loading toys with explosives in Afghanistan. As a result, countless Afghan children had their hands blown off when they picked up "the toys."

WHAT DOES AMERICAN EDUCATION HAVE TO GAIN FROM
COOPERATION WITH A NATION WITH SUCH A "RUTHLESS
AND BRUTAL" TRACK RECORD?

                                       THE GOAL: MERGER OF U.S. AND U.S.S.R?
The late Norman Dodd, a Yale graduate, served as the research director for an unusual Congressional investigation of the tax-exempt foundations in 1954. During the course of the investigation, Mr. Dodd was told by Rowan Gaither, President of the Ford Foundation that "We operate here under directives which emanate from the White House, the substance of which was that we shall use our grant-making power to alter life in the United States so that we can be comfortably merged with the Soviet Union." (Emphasis added)

In light of this official evidence, shouldn’t we ask: Upon which constitution – U.S. or Soviet – will cooperative development of social studies, history, or other value-sensitive programs be based? Could the result of the proposed constitutional convention facilitate a United States-Soviet merger?

　

　

                                                     THE TEXT OF THE U.S. SOVIET
                                                     EDUCATION AGREEMENTS
                                                             READS IN PART:

ARTICLE II of the general exchanges agreement:

"The parties will encourage the conclusion, when it is considered mutually beneficial, of agreements on cooperation in the field of science and technology, and also additional agreements in other specific fields. INCLUDING THE HUMANITIES AND SOCIAL SCIENCES within the framework of this agreement." (Emphasis added)

ARTICLE IV (d) commits the United States and the Soviet Union to the ‘facilitation of the exchange by appropriate organizations, of educational and teaching materials (including textbooks, syllabi and curricula), materials on methodology, samles of teaching instruments and audiovisual aids."

ARTICLE II OF THE PROGRAM OF COOPERATION states in part: "The Parties will encourage the exchange of primary and secondary school textbooks and other teaching materials, and, as is deemed appropriate, the conducting of joint studies on textbooks, between appropriate organizations in the United States of America and the Ministry of Education of the Union of Soviet Socialist Republics."

A CALL TO ACTION !!!!!!!

ASK PRESIDENT REAGAN

AND YOUR CONGRESSMEN

TO CANCEL THE

U.S.-SOVIET AGREEMENTS

WRITE TO:

President Ronald Reagan
The White House
Washington, D.C. 20500

Your Congressman

House Office Building
Washington, D.C. 20515

Your Senator

Senate Office Building
Washington, D.C. 20510

Write to your local and state officials and to the editor of your local and state papers. Get on call-in radio programs. Inform friends and organizations. Use whatever means open to you to expose the dangerous U.S.-Soviet education agreements!

Obtain the "Program of Cooperation and Exchanges Between the United States of America and the Union of Soviet Socialist Republics for 1986-1988" and the General Agreement Between the United States of America and the Government of the Union of Soviet Socialist Republics on Contacts, Exchanges and Cooperation in Scientific, Technical, Educational, Cultural and Other Fields" Ask your Congressman or write to:

U.S. SOVIET EXCHANGE INITIATIVE
UNITED STATES INFORMATION AGENCY (USIA)
WASHINGTON, D.C. 20547

Get the full story. Send $10 to NATIONAL CITIZENS ALLIANCE for our INFORMATION PACKET. Use the form below. You will receive a chart comparing the "Contra Affair" and "EduGate" and two books that clearly explain the implications of the U.S.-Soviet education agreements and how U.S. children are being prepared to become controlled "world citizens."

This ad may be reproduced "as is" for posters, flyers, or for publication in local newspapers.

HELP INFORM YOUR FELLOW AMERICANS!

PLEASE FILL IN THE FORM AND MAIL IT NOW!

NATIONAL CITIZENS ALLIANCE
P.O. Box 6347
Washington, D.C. 20015-0347
Count me in. You are right, the Soviets have nothing of value teo offer U.S. children or our nation. The agreements harm U.S. sovereignty.
I want to help expose the U.S.-Soviet Education and General Agreements. Enclosed is my check for $10___$20___$5-___$100___ (other)
I want to be better informed. Please send your information packet. Enclosed is $10.00.

Name________________________________________________________________________
Address___________________________________________________________________

City, State & Zip_________________________________________________________

(Concerned Citizens raised $5000 dollars to place this ad in The Washington Times) 

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