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By Lynn Stuter
October 29, 2013
It seems that parents, across the United States, are upset and angry about Common Core.
Ummmm, folks, I really have to ask – where you’all been all these years?
Systems education is called by lot of different names – Outcome-based Education; Proficiency-Based Education; Performance-Based Education, Competency-Based Education, Standards-Based Education … It’s called "education reform" by your local teachers and administrators who were around back in the early 1990’s. In the realm of education transformation, there are probably teachers and administrators from back then remaining; they’ve been drummed out as they realized the ultimate goal of systems education was not education for intelligence and objected. Parents, today, undoubtedly think education, as now conceived, is as it has always been. Nothing could be further from the truth. There was a day when education was for the purpose of producing a child who could access a broad spectrum of knowledge, and utilize that knowledge to formulate a reasoned conclusion as an individual. That concept is foreign to systems education, the focus of which, under the paradigm shift, is the exact opposite – the dumbed-down child, easily led, easily manipulated, easily used.
Full implementation if systems education, as opposed to the piece-meal programs tested and perfected in various schools and classrooms around the country, started with the tome, A Nation at Risk, under President Ronald Reagan in April 1983; full implementation continued under President George H.W. Bush (America 2000), President William J. Clinton (Goals 2000 and School to Work), President George H. Bush, and now Obama (who is not our legal president; therefore, I refuse to address him as such).
Democrat or Republican, the education transformation agenda has moved along just as planned. The ESEA (Elementary and Secondary Education Act), reauthorized every five years, became the funding mechanism for the strategic plans, moving education reform from where we are now to where we want to be in five years; the aforesaid "we" being the planners and those people who ignorantly buy in to the agenda as stakeholders through the facilitated process known as the Delphi Technique. The purpose of the stakeholder is so public buy-in and support can be claimed, nothing more; such then claimed to represent the people when nothing could be further from the truth. As has been shown, too many times, the stakeholder has no clue what he/she just agreed to, represents no one, and certainly not the public, at large. Most times, stakeholders are carefully chosen to participate because of their ignorance of the process of facilitating a group to a predetermined outcome.
Under Clinton, the strategic plan was known as the Improving America’s Schools Act; under Bush II, the No Child Left Behind Act; under Obama, The Race to the Top – all exactly the same thing for the exact same purpose – furthering the systemic entrenching of systems education.
But education reform, education transformation, ie, systems education, is even older than the Reagan administration. In reality, it finds basis in the works of Karl Marx and Friedrich Engels, and a whole host of disciples of Marxism, including John Dewey, a self-avowed Marxist who saw education as the means of advancing Marxist ideology through the children. Books written by disciples of Dewey’s doctrine are replete with the concept of education as the means of changing belief systems, of changing the way the child views the world, of changing the child’s world view, of a paradigm shift from the Christian world view on which our nation was founded to the Marxist world view which also has a history in the former U.S.S.R. and China (communist), in Germany under Hitler (national socialism or Nazism), in Italy under Mussolini (fascist) – the three faces of Marxism; the three heads of the same evil, vile, oppressive snake body!
Barack Obama is a Marxist. He really and truly believes that you, the individual, isn’t smart enough to run your own life; that you will be much better off when the federal government runs every aspect of your life in the name of the common good, the collective.
Of course, this is the same government that …
- has spent millions of taxpayer dollars building a healthcare website that doesn’t work (Obamacare);
- has bankrupted Social Security;
- has bankrupted Medicare;
- can’t balance a budget and is $17.1 trillion in debt;
- can’t run the postal service in the black;
- runs the TriCare healthcare system for the military; a system riddled with corruption, fraud, and inefficiency;
- has spent trillions on the War on Poverty, yet poverty continues to grow, encompassing more and more people;
- has spent trillions on the War on Drugs, yet drugs are more prevalent and a bigger problem in our society than when the program originated;
- has spent trillions on the War on Terror, yet terrorism continues and increases.
Beyond this, anyone with even an ounce of discernment knows that Barack Obama has done more to destroy America; to destroy the middle class; to destroy the economy; to destroy freedom, liberty and justice, than any legal president before him.
In A Nation At Risk it is stated,
If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.
What the tome didn’t say was that what was being proposed, in the venue of transforming education, was truly an act of war upon America, the American people, and the principles and values of our Founding Fathers and founding documents!
In the realm of education reform, the names may change, the agenda does not. Every parent needs to understand this. Education reform is a system intended to produce a specific outcome; that outcome is the global citizen – a not too well-educated worker (vs. an employee) willing to labor for minimal compensation in the greater good of the collective whole in the sustainable global environment.
In the last thirty years, companies have moved from having employees to having human resources. Under the paradigm shift, people are not more than human capitol, seen only in terms of their productivity in the workplace, just like a machine! What do you do when your car becomes a high-miler, is costly to maintain, is not longer fuel-efficient? Do you keep it or do you trade it in on a newer, more efficient, more cost-effective model? It is worthy of note, at this point, that Obamacare (H.R. 3590 or the Affordable Care Act) will ensure that older people are allowed to die as they are no longer efficient, are no longer as productive, cost more to maintain – they are termed useless eaters. The same will be true of the handicapped, mentally deficient, and disabled! One of those realities of Marxism that Barack Obama doesn’t want you to know about; hopes you don’t realize until it’s too late and the grip of tyranny silences dissent. Hitler did the same thing in Germany!
In the realm of education transformation, Common Core started out as Educational Objectives; became exit outcomes (generic term) under Goals 2000; became Achieve standards under Achieve, established by the National Governors Association; became National Education Standards under Education Testing Service (which controls the National Assessment of Education Progress or NAEP); now they are known as Common Core. They are not new; their name has just been changed, multiple times, to protect the guilty – those who truly believe they know better than you what you should know and believe, what your children should know and believe!
By whatever name known, the exit outcomes all align to the eight national goals of Goals 2000 which are aligned to the SCANS Competencies. SCANS stands for Secretaries Commission on Achieving Necessary Skills that was headed by Secretary of Labor, Elizabeth Dole (wife of Bob Dole), under George Herbert Walker Bush (otherwise known as Papa Bush) clear back in the early 1990’s. Many of the people who sat on the SCANS board also took part in the Commission on the Skills of the American Workforce (CSAW), a commission of the National Center on Education and the Economy headed by Marc Tucker, friend of Bill and Hillary Clinton, and self-avowed Marxist. CSAW wrote and published America’s Choice: high skills or low wages! in which Hillary Rodham Clinton’s name appears, along with several others that sat on the SCANS board.
From that particular tome, page 25, this quote,
"But in a broad survey of employment needs across America, we found little evidence of a far-reaching desire for a more educated workforce."
Parents continually hear the term, world-class standards. While such suggests higher standards, what the term really means is standards based on the lowest common denominator; in other words, substandard education, dumbed-down education. Under education transformation, shifting the paradigm, what parents think the terms mean, and what the terms really mean, are exact opposites – what was up is now down, and what was down is now up; what was good is now bad, and what was bad is now good; what was black is now white, what is white is now black.
But, you say, the Goals 2000 law sunset long ago. In that you would be absolutely correct if what was implemented, under Goals 2000, had also sunset. It did not. Goals 2000 put in place the system on which the new system of education would operate. That system did not sunset when Goals 2000 sunset. That system is still very much in place. That system finds basis in systems philosophy or systems thinking.
Getting back to exit outcomes, I have a book, titled Content Knowledge, put out by McCREL Labs – one of the ten national education laboratories – in 1995. I will bet there is not one Common Core standard that isn’t listed in that book. NWREL – another national education laboratory, residing in Portland, Oregon – put out a similar tome in 1971.
And long before Content Knowledge we had Bloom’s Taxonomies of Educational Objectives; a two-volume set covering the cognitive and affective domains, published in 1956. I will bet there is not one Common Core standard that doesn’t find basis in those books either, since systems education is what the taxonomies are all about!
Whether we call the exit outcomes Common Core, or Essential Academic Learning Requirements, or by some other new name intended to further the old agenda but mislead parents into believing they are something new, they are still exit outcomes; they’ve been in existence for a very long time, and they run the show in the classroom under systems education; they are what every child shall demonstrate mastery of, which is determined by the assessment, the tool used to determine if the child is demonstrating the wanted behavior/procedure.
The curriculum used to teach the exit outcomes only incorporates knowledge as it is used and applied in teaching a unit theme or thematic unit finding basis in the four global goals of systems education – world economy, world ecology, world security and world population growth. Knowledge that is not required, in teaching the unit theme or thematic unit is not taught. The focus of the unit theme or thematic unit is why parents are finding objectionable curriculum in their child’s classroom; curriculum that promotes (in no particular order, neither inclusive nor exclusive) …
- perverted sex, sexuality and homosexuality;
- feminism and women’s rights while disparaging our Founding Fathers;
- liberation theology – the concept that minorities are the oppressed, whites the oppressors; that minorities must rise up against whites, if by violent means, so be it (the ideology of Trayvon Martin and numerous other blacks and Hispanics)
- idolization of communist thugs such as Cesar Chavez;
- individuality, individualism and individual rights are bad and must be replaced by the collective or common good;
- freedom of speech should be reserved exclusively to those who promote Marxist ideology;
- Marxist activism;
- those who promote freedom, liberty and justice are racists;
- the concept that the Constitution and Bill of Rights are archaic, out-dated, and irrelevant;
- government as overseer of the collective or common good;
- the individual right to keep and bear arms (Second Amendment) is antithetical to the collective or common good;
- social justice (ie, communism, communitarianism, Marxism);
- the concept that parents and grandparents are responsible for the environmental destruction of the world – the brown earth syndrome that is the focal point of rabid environmental groups such as Defenders of Wildlife, the Sierra Club, Earth First, World Wildlife Fund, Conservation Northwest, Yellowstone to Yukon Conservation Initiative (neither inclusive nor exclusive);
- individual wealth and the ability to attain wealth through one’s own endeavor and hard work is bad, redistribution of wealth is good (for the proletariat or working class) [the bourgeoisie (elitists or ruling class) are allowed to accumulate and hold wealth and are not spoken of, ergo, the fact that Obama thinks American wealth should be redistributed but should not include his, or his comrade’s wealth];
- the concept that every world view is good except Christianity – the only world view under which freedom, liberty and justice can reign supreme, the world view upon which our nation was founded.
For all parents, now upset about Common Core, I suggest you pick up a copy of Charlotte Isberbyt’s very excellent book on the history of systems education in the United States, the deliberate dumbing down of america; that you educate yourselves on the history of what has been going on in your local schools, full time, since the late 1980’s under such nifty names as Schools for the 21st Century, America 2000, Goals 2000 and School-to-Work. And don’t forget the Workforce Investment Board, under the auspices of the federal government, that will, utilizing regional economic development strategies and labor market needs, determine what career paths are available to the child, also to the unemployed adult who must be retrained.
The book, the deliberate dumbing down of america, can be found on Charlotte’s website. Many excellent documents, on the history of what you are seeing in your local government indoctrination center, ie, your local public school, can be found on another of Charlotte’s websites.
To understand what you are looking at, in the realm of systems education, visit my website.
Lynn M. Stuter
April 3, 2003
In the context of the transformation of our nation, the shifting of the paradigm as many call it, one is left with the impression that this transformation is something new, never before tried.
No so. The roots of this paradigm shift go deep and have a history not taught in the classrooms of most schools, public or private.
Where did this philosophy get its start? The exact time and exact date would be difficult to pinpoint. The philosophy, itself, has been in progress for centuries, being pruned, fine tuned, and developed, seeing the influence of a multitude of philosophers, and blossoming in the nineteenth century. The multitude of those of influence are too many to name; but a representative sampling of names most recognizable would include Kant, Wundt, Neitzsche, Hegel, Marx, Locke, Fichte, Bacon, Descartes, Hume, Mill, Russell, James, Watson, Thorndike, Dewey, Maslow, Rogers, Skinner ….
While all these philosophers held beliefs and developed theories that influenced the emerging philosophy, they all held two things in common: first, their philosophy was built upon theory, established over time via experimentation and observation, of how the human mind works and functions as an organ of intellect; and second, they, each of them, were subject to the very fallacies and frailties of the human condition they studied. In other words, the work of these men and the resultant theories were influenced by the very fallacies and frailties they studied. This establishes a cycle which is self-defeating. Man has never been, nor will he ever be, successful in figuring out why the human mind does what it does when it does it because man cannot escape the fallacies and frailties of the human condition.
But from the process has come a philosophy achieving greater standing in society than the teachings of our Creator, who made man in His own image, who does know what makes the human mind do what it does when it does it, and who established, via His teachings, natural law.
This emerging philosophy, coming forth from the minds of man, has a name: humanism, aptly named for its underlying belief that "no deity will save us, we must save ourselves" (Humanist Manifesto II). The New Age philosophy also carries the same underlying belief, taking on the tenets of Eastern mysticism in seeking a spiritual basis.
As established, our nation was founded on natural law as our Founding Fathers knew what few today seem to understand: natural law is the only means by which man can truly be free.
How and when did this man-made philosophy come to America? Again, the exact time and date cannot be pinpointed. Suffice it to say, the philosophy is like the root of a morning glory plant … slowing invading over time, sending up foliage when conditions are favorable, growing and spreading faster when conditions are most favorable, but always growing even when that growth is not visible to the naked eye.
John Dewey, self-proclaimed socialist, Professor of Philosophy and Education at Columbia University, and signer of Humanist Manifesto I, was writing and publishing on education in the United States in the late 1800’s. At this point in time the philosophy had already invaded and taken over Columbia University via such men as Andrew Armstrong, James Cattell, G Stanley Hall, Charles Judd, James Russell and Edward Thorndike.
Columbia University produced many graduates immersed in the philosophy who became teachers and administrators at other colleges of education and departments of education as well as in schools nation-wide.
The virtues of Franklin Delano Roosevelt have been defended and questioned alike by many over the years. It was FDR who knew of the coming attack by the Japanese at Pearl Harbor and let it happen to draw the United States into World War II. It was also FDR who, in the first 100 days of his administration, established what became known as the New Deal to combat devastating effects of the Great Depression.
Threads of this philosophy can also be found there. The National Industrial Recovery Act (NIRA), proposed by FDR and passed by Congress to bring the United States out of the Great Depression, was designed to "encourage industrial recovery and help combat widespread unemployment." In response to the passing of the NIRA, Roosevelt, by executive order, established the NRA — the National Recovery Administration — whose purpose it was to draw up industrial codes of "fair practice."
The work of the NRA was promoted through the NRA speakers bureau of which Louis P Alber was appointed head in July 1933.
Who was Louis Alber? Not much, if any, mention of him is made in histories of the United States, but the personal papers of Sir Winston Churchill divulge something of the history of Alber. Up until his appointment as head of the NRA speakers bureau, Alber was president of the Affiliated Lecture and Concert Association, Inc, setting up lecture tours in the United States for foreign dignitaries, including Sir Winston Churchill. At one point, in December 1930, in the very midst of the Great Depression when money was scarce and hard come by (at least by the common folk), Alber offered to pay Churchill $50,000 for a two month lecture tour in the United States starting in October 1931. Early in 1931, letters in the Churchill archives indicate financial problems for the Affiliated Lecture and Concert Association, Inc, at one point Churchill requesting his lecture fees be paid to him directly instead of through that organization. This, however, apparently did not have an adverse affect on the relationship between Alber and Churchill. In December 1931, Alber encouraged Churchill to accept an invitation from the Council on Foreign Relations (CFR) to speak on a subject of Churchill’s choosing and take afternoon tea with that body.
This is the man who, as head of the NRA speaker bureau, stated in an interview in New York in 1933, published in newspapers nation-wide:
"The rugged individualism of Americanism must go, because it is contrary to the purpose of the New Deal and the NRA, which is remaking America.
"Russia and Germany are attempting to compel a new order by means typical of their nationalism — compulsion. The United States will do it by moral suasion. Of course we expect some opposition, but the principles of the New Deal must be carried to the youth of the nation. We expect to accomplish by education what dictators in Europe are seeking to do by compulsion and force. …
"The NRA is the outstanding part of the President’s program, but in fact it is only a fragment. The general public is not informed on the other parts of the program, and the schools are the places to reach the future builders of the nation."
The above quote appeared in the Monroe Evening News, Monroe, Michigan, on September 13, 1933, the article in that newspaper stating:
"So, according to what Mr Alber says, NRA—sweeping and revolutionary as it is—is only a ‘fragment’ of the greater program of which the public knows nothing, and this unknown program is to be inculcated in the minds of pupils in the schools everywhere, by official efforts and at government expense. Hitherto the purpose of the schools has been merely to educate the youth of the land–to impart knowledge, in an unbiased and nonpolitical manner. Now, according to Mr Alber, our schools — like those of Italy, Germany and Russia — are to become an agency for the promotion of whatever political, social and economic policies the administration may desire to carry out. And the taxpayers, whether they like those policies or not, are to pay for having their children converted to them."
In 1939, Hitler stated, "give me the children, I will give you a nation." Sounds very much as though Hitler and Alber were reading from the same page. What Alber was promoting, in 1933, was the gradual transformation—the quiet revolution to the Marxist state— through "moral suasion" of American society to the same state sought by Hitler, Mussolini, and Lenin by force.
In 1935 the U.S. Supreme Court ruled, in Schechter Poultry Corp. v. United States, that the compulsory-code system established by the NRA improperly delegated legislative powers to the executive branch, and further, that the codes did not fit within the federal jurisdiction in the regulation of interstate commerce. While the NRA was disbanded officially following this ruling, the provisions of the NRA were reenacted in later legislation, such as the Fair Labor Standards Act and the National Labor Relations Board.
In his book, The New Dealers’ War: FDR and the War Within WWII, author Thomas Fleming sums up the NRA as follows:
"Most ambitious of all was the NRA, the National Recovery Administration, which set out to control wages and prices in American industry. The New Deal’s goal, people began to see, was not merely to stanch the wounds of the Depression but to prevent further downturns by increasing the buying power of the people at the bottom and limiting the profits of the people at the top.
"In a world where Russia had embraced a form of state control called communism and Germany had opted for another variety of this same nostrum, national socialism, while Italy embraced fascism, yet another variation on authoritarian rule, the New Deal’s attempt to insert the government into American business on a broad and apparently permanent scale alarmed not a few people……"
While one could claim the aims of the NRA ended with the decision of the U.S. Supreme Court, history tells us that such is not the case.
During World War II, those who supported the quiet revolution to the Marxist state in Europe — the Transformational Marxists — where either incarcerated, put to death, or removed to friendlier shores. Antonio Gramsci was imprisoned by Mussolini while Kurt Lewin removed to America.
This quote, concerning the contributions of Lewin, comes from Foreword to the The Change Agent’s Guide; Second Edition and was written by Matthew B Miles of the National Training Laboratory Institute for Applied Behavioral Science:
"The truth is that not until the late 1940’s, when American behavioral scientists began exploring and developing the ideas of the emigre psychologist Kurt Lewin, did we really have anything like a systematic science and practical craft of planned change in the kinds of social systems that matter most—families, small groups, organizations, communities."
This quote leaves little doubt about the purpose and direction education was to take. Established in 1947 by Kurt Lewin, Ronald Lippitt, Kenneth Benne and Leland Bradford, National Training Laboratories (NTL) had connections to the Office of Strategic Services (OSS), the World War II forerunner of the Central Intelligence Agency (CIA) and has connections to the National Education Association (NEA) (Iserbyt, 1999). The core values of the NTL are:
- Training in the theory and practice of group dynamics, organizational change, and societal change;
- Learning from these experiences;
- Sharing the results of the learning; and
- Engaging in inquiry, knowledge building, and the publication of findings.
NTL is one of the leading institutes for behavioral education and training in the United States.
In 1949, the grip this philosophy had attained in education could be seen in this quote from a book written by Ralph Tyler, one of the leaders of educational philosophy at the time:
"Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students’ patterns of behavior, it becomes important to recognize that any statement of the objectives … should be a statement of changes to take place in the student."
What Tyler promotes here is exactly what Alber spoke to. And Tyler was not, and is not, alone. He is joined by other education leaders — Benjamin Bloom, John Goodlad, Abraham Maslow, Carl Rogers, Theodore Sizer, William Glasser, Howard Gardner, B F Skinner and the plethora of other ideologues, before and after, whose promotion of this philosophy undergirds the education system being put in place today.
Under this philosophy, education is for the purpose of conditioning children to the perceived environment of the created future (the global sustainable environment) as created by a few and foisted on the masses wittingly or unwittingly by state legislators and Congress who haven’t a clue what this philosophy is or that it is antithetical to the philosophy on which this nation was founded and on which this nation can truly remain free.
In the final paragraph of his piece concerning the statements of Louis Alber, made in 1933, the editor of the Monroe Evening News wrote:
"The whole proposition is so amazing, and so alarming in its implications, that we refuse as yet to take it seriously. We prefer to believe that Mr Alber is merely an enthusiast who has been carried off his feet, and who spoke rashly. We cannot believe that Mr Alber reflected the President’s designs or his desires."
Take it seriously … believe it … for it has come to pass, not as the result of one man, far from it, but as the result of the efforts of many men whose philosophy has been allowed to permeate every segment of our society unchecked. When we wonder how we got where we are today, this is part of the history of how that has come about.
The Churchill Papers; A Catalogue
Fleming, Thomas; The New Dealers’ War: FDR and the War Within WWII; New York: Basic Books; 2001; p 51.
Havelock, Ronald G. and Steve Zlotolow; The Change Agent’s Guide; Second Edition; Englewood Cliffs, NJ: Educational Technology Publications; 1995; Foreword.
Iserbyt, Charlotte Thomson; The Deliberate Dumbing Down of America; Ravenna, OH: Conscience Press; 1995; pages 38-39.
Monroe Evening News; Monroe, MI: Monroe Publishing Company; September 13, 1933; p 4.
Tyler, Ralph; Basic Principles of Curriculum and Instruction; Chicago: University of Chicago Press; 1949; p 49.
© 2003 Lynn M. Stuter - All Rights Reserved