(1) CHANGE IN PLANS FOR BLOG
(2) 100% EMPHASIS ON COMMUNIST LIFELONG COMMUNITY EDUCATION
(3) PLEASE FORWARD TO ALL YOUR LISTS!
Having received many, many distressed messages regarding my Swan Song, I have changed my game plan as follows:
ABCS will post only occasionally (max. once a week?) to alert blog readers regarding votes pending on very, very dangerous "family/freedom-busting" education, human services, and workforce training bills, such as Rep. John Kline's HR 5, Sen. Alexander's S1177, Sen. Murray's S1380 (birth to age 5), and Sen. David Vitter's Student Privacy Act.
Blog will be using information primarily from Congressional offices, Politico, and Nelson Mullins websites.
And, from time to time, on a very limited basis, blog will post major works of established/published/ long-time education researchers.
Blog will continue to provide research related specifically to most important all-encompassing legislation (above) all of which, in whole or in part, are related to lifelong communist community (hub) education (all services, including health and mental health brainwashing, and communist planned economy workforce training provided under unelected school council). Don't ever forget the National Alliance of Business mid-1990s letterhead calling for "Kindergarten to Age 80 Workforce Training". Does that mean YOU?
[Please scroll down to bottom of this post for excerpt from major study by Feld and Wilson,1981, related to Communist Community Education.]
The following paragraphs are excerpted from their dynamite study:
"Contemporary community education in the Soviet Union can be traced back to the efforts of an early twentieth century pedagogue, A.S. Makarenko...Makarenko's "Gorky Commune" was a rehabilitation program for some hundreds of homeless youths who were roaming the Soviet Union after the civil wars. The philosophy behind his program focused on the fact that the parent's authority over a child is only delegated to him by the community (State) and further, duty to one's children is merely a particular duty toward the greater community...The family was secondary to the community."
"Community Education is a philosophical concept and a pragmatic reality that has permeated Soviet Society."
(Larry C. Helms, Regional Schools Superintendent for Yukon, Alaska) sometime in the early seventies.
WITHOUT ACCEPTANCE OF PHONY TAX-FUNDED SCHOOL CHOICE/CHARTERS WITH THEIR "UNELECTED BOARDS", COMMUNIST COMMUNITY EDUCATION CANNOT BECOME THE 'POLITICAL SYSTEM GAME CHANGER' FOR AMERICA.
SO....STOP TAX-FUNDED SCHOOL CHOICE/CHARTERS WITH UNELECTED BOARDS!!!!!!!!!!!!!!!!
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Those reading this post are part of a "faceless army", hopefully of millions, whose role is to bombard Congress whenever they (you) receive an alert from this Blog.
America depends on YOU to save the greatest experiment in human freedom in the history of mankind.
Never forget YOU (GRASSROOTS) KILLED Rep. Kline's HR 5 last February, 2015.
HR 5 was the first freedom-killing bill and was followed by the other three bills mentioned above.
YOU KILLED HR 5, Republican Rep. Kline's Student Success Act. YOU CAN KILL ALL THE OTHER BILLS!
HR 5 was the shot over the bow of the ship called "American Freedom".
And that shot missed its mark, thanks to YOU!
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BACKGROUNDER ON COMMUNITY EDUCATION (HUB OF COMMUNITY MODEL: aka HILARY CLINTON'S "IT TAKES A VILLAGE...")
Community Education movement goes back to the 1930s and is international and COMMUNIST.
Community education is now referred to as the HUB OF COMMUNITY MODEL, and it is going in all over the country. You may not recognize it. This blog's continued role will attempt to help you identify it in your community.
Click on following Georgia Visions Project as just one example, out of hundreds (thousands?) going in all over the country, of this lifelong communist (Community Education) model:
(3) Excerpts from the deliberate dumbing down of america, 1999... Community-Centered Schools www.deliberatedumbingdown.com website (free download). Appendix I, pages A-5-A-6:
"Community-Centered Schools: The Blueprint, Montgomery County, Maryland Schools, as proposed by Dr. Nicholaus L. Engelhardt and Associates Consultants, and written by Dr. Walter D. Cocking
(New York City: April 1, 1946). This was probably the most important blueprint for the nation, although The Hawaii Master Plan[see 1969] certainly follows in its footsteps. Dr. Paul Mort's statements below is right on target. It took exactly fifty years to implement "The Blueprint" in every school of the nation. Letter of transmittal states:
(New York City: April 1, 1946). This was probably the most important blueprint for the nation, although The Hawaii Master Plan[see 1969] certainly follows in its footsteps. Dr. Paul Mort's statements below is right on target. It took exactly fifty years to implement "The Blueprint" in every school of the nation. Letter of transmittal states:
[The] program should be put into operation gradually… and Dr. Paul Mort and others have accumulated evidence which shows a period of almost fifty years between the establishment of need (need assessment, etc.) and the school programs geared to meet it. If the school as an agency of society is to justify itself for the period ahead of us, it must be accepted that its fundamental function is to serve the people of the entire community, the very young children, the children of middle years, early adolescent youth, older youth and the adults as well.
The task of the teacher of the future is a greatly different task than that which teachers usually performed in the past. The fundamental equipment expected of the teacher of yesterday was knowledge of the subject he taught. Modern education demands teachers who are acquainted by experience as well as by study with our democratic society and who participate actively in the life of the community. They have a broad cultural background and an understanding of world conditions. Teacher educational institutions have not prepared teachers to do these things. Prior emphasis has been upon subject matter and method."
One of the nation's finest longtime education researchers, who attended a Community Education (C.E.) conference in Washington, D.C. in the early nineteen seventies, reported that the C.E. facilitator leading the conference said:
"Community Education can be likened to the Chinese Communist (Soviet) system."
For those who do not understand this very dangerous concept/movement, please, please, please, please click on the following link for Exposing the Global Road to Ruin through Education Written Submissions http://www.deliberatedumbingdown.com/OtherPDFs/Written%20Submissions.pdf and read "An Expose: Community Education" by Ruth Feld and Jill Wilson, 1981, pages 43-72.
Here are just a few important quotes from the beginning of this remarkable document.
OVERVIEW
Community Education is a process, a concept of integrating physical and human resources in a new dimension. It coordinates and promotes existing community service programs in an effort to develop the "whole person" through its lifelong education programs. It is geared not to perpetuate a culture but to transform it from one of "individualism" to one of "group decision-making"; from American sovereignty to that of a global one-mindedness; from Christian values to that of humanistic tenets; from local control of education to that of federally mandated legislation dissolving all parental rights and God-given responsibilities.
Community education is a scheme, a sinister plot to re-socialize and restructure Americans and their way of life, with the social behaviorists using the public schools as their lever to gain control over the populace. It is a "master concept of the future" with its preconceived goals for behavioral changes on a mass scale throughout the world.
Community education is a device for bringing in all federal-and-state-funded social services in a "cradle to grave" context, with the schools being used as the vehicle for implementation. Many different agencies will direct the education process, leaving elected school boards with little or no authority. All children will automatically be wards of the state and of the behavioral scientists.
Community education is "Big Brotherism" with the government doing our thinking for us -- because "it knows best" whether we like it or not!
The final objective of community education is for everyone to be made totally dependent upon the government for all our needs, decision-making, recreation, health, etc., with the ultimate goal being that all "human resources" will be dedicated, unswervingly, to serving and being served by society. Loyalty to family, church and community will be replaced by loyalty to the Community Center, society and the world. We will be mere puppets of society."
[Comment from Charlotte regarding the above paragraph starting with "The final objective...":
Will the tragic economic meltdown taking place in our nation today ultimately lead good Americans into this communist control net, seeking, in desperation, all the services they no longer can financially provide for themselves and their families?
This is the Hegelian Dialectic in action: Create problem, people scream, impose solution which citizens would never have accepted, had they not, unknowingly, become a part of the planned dialectic.]
[Further comment from Charlotte regarding the following dynamite quote, which should help you convince your friends and neighbors that they MUST get in the battle to save our children, families, and country.
Under countries involved in Community Education, is listed "the Soviet Union". The following quote is taken out of the mouth of an American community educator working in Alaska, sometime in the nineteen seventies:
"Contemporary community education in the Soviet Union can be traced back to the efforts of an early twentieth century pedagogue, A.S. Makarenko...Makarenko's "Gorky Commune" was a rehabilitation program for some hundreds of homeless youths who were roaming the Soviet Union after the civil wars. The philosophy behind his program focused on the fact that the parent's authority over a child is only delegated to him by the community (State) and further, duty to one's children is merely a particular duty toward the greater community...The family was secondary to the community. When the needs and values of the family conflicted with those of the greater community, there was no question which receives priority...expressed purpose is to develop persons who possess the ability, expertise and motivation to obtain the preset community goals and objectives....The activities in each of the organizations closely parallel the activities in a typical American community school. In some cases the organizations called "Palaces of Culture" or "Pioneer Palaces" are erected to house the community education activities...In essence, the community in the Soviet Union utilizes educational opportunities as a means to further the development of its human resources. Community Education is a philosophical concept and a pragmatic reality that has permeated Soviet Society. (Larry C. Helms, Regional Schools Superintendent for Yukon, Alaska)"]
