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|NUMBER 176||THE NEWSPAPER OF EDUCATION RIGHTS||SEPTEMBER 2000|
Restructuring Education for the Global Village|
Americans have no doubt that our Constitution, governing a free, independent, sovereign nation, should be our choice. How then can the U.N. expect to win over the American people and replace our way of life with its socialist system?
The answer is very simple. They steal a generation of our children and teach them to become the global citizens called for in the Charter for Global Democracy.
The process for accomplishing this has already been installed in our public schools. Academic education has been replaced with indoctrination programs designed to change the attitudes, values and beliefs of our children - away from the traditional American values of God, country, family, the American work ethic, and competition. Promoters of these programs have openly revealed their intentions.
Chester Pierce, for example, is a professor in the Department of Educational Psychiatry at Harvard University, and a major architect of the development of the "new" American citizen for the global village. Professor Pierce told 2,000 teachers attending the Childhood International Education Seminar in Denver, Colorado in 1973: "Every child in America entering school at the age of five is insane because he comes to school with certain allegiances toward our Founding Fathers, toward his parents, toward our elected officials, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity. It's up to you, teachers, to make all of these sick children well by creating the international child of the future." Could his intentions have been more clear?
When Professor Pierce spoke those words 27 years ago, we weren't concerned about national sovereignty or U.N.-orchestrated global governance. We were a proud, patriotic nation holding faith and family in the highest esteem. Today, aware Americans are asking what happened to change our country.
We are realizing the fulfillment of Chester Pierce's dream. Funded by programs such as Goals 2000, public schools in America are besieged by an army of psychologists who evaluate our children for traces of the sickness Professor Pierce was so concerned about - patriotism, loyalty and love of family. Once identified, they use a sophisticated method to flush these "misguided" ideas from their minds, replacing them with ideas that will help create citizens for the global village. This system has many names. You may recognize it as Outcome-Based Education (OBE).
OBE attacks the traditional beliefs and attitudes of Americans, for its target is traditional American society. OBE is an anti-intellectual, highly politicized, psychological indoctrination process designed to create a society that is accepting of and susceptible to manipulation and control. It has no other purpose, which is why it is veiled in secrecy and double-speak.
For more than two decades, our nation has been involved in this massive "education reform." The classrooms of today would be nearly unrecognizable to those of us who attended school just 20 or 30 years ago.
Many schools no longer say the Pledge of Allegiance to the Flag. Some instead recite a pledge to the United Nations or even to "Mother Earth." This practice demonstrates how the OBE restructuring process starts a child on the road to becoming the perfect global citizen. The message is reinforced in rewritten history books that no longer teach traditional American history. Multicultural education is added to confuse, divide and discourage pride in our nation. Situation ethics has replaced the standard curriculum in nearly every subject, including math, English and geography. School- to-Work job training programs are replacing a well-rounded basic academic education. Promoters of this upside-down system describe the new curricula as "educational excellence."
The results of OBE are obvious - children have steadily become less educated; unable to read, perform math computations, or reason, and the education establishment couldn't be more pleased.
How many parents have noticed a change in their children after they entered school? Instead of remaining the happy- go-lucky youngsters who first entered the schoolhouse, they become sullen and frustrated. How many times have children brought home questionnaires asking for personal family information?
First, your child is given a steady stream of depressing pictures and stories about supposed environmental destruction caused by man. These may be in the form of movies, television programs, video games, books, classroom discussions, computer simulations or class projects. Little boys and girls view baby seals being beaten and skinned alive (film that has been faked, by the way). They see forests torn down by bulldozers and witness the creation of sludge-filled rivers by factories.
To help combat these outrages, your child will be encouraged - in the classroom - to join private environmental groups to fight man's destruction of the environment. Environmental projects on their own personal time will be encouraged in order to allow them to fulfill the mandatory volunteerism requirements now necessary for graduation.
Your children will be provided with colorful new textbooks and classroom materials that speak of the earth only as a fragile victim of man's development. They will be taught that the earth is their "mother" from which all life is derived.
If your child has scolded you for failing to recycle, or suddenly announced that he is a vegetarian (usually at about the 3rd-grade level); if you've noticed environmental questions or statements popping up in math tests or in language and history textbooks - this is the OBE process at work.
All aspects of the OBE curriculum reinforce the environmental message. A problem taken from a new 4th-grade math textbook called Quest 2000 states: "Mindy read that a typical goldfish lives for six years. Mindy has a goldfish six years old. (Here comes the math question.) Should Mindy continue to buy goldfish? Explain your thinking." (Emphasis added.)
One popular "situation ethics" book is The Book of Questions. The authors openly admit that "this book is designed to challenge attitudes, morals and beliefs." They also state that there are no correct or incorrect answers or moral absolutes.
Here are some sample questions for high school students:
In geography class, children are instructed to create themselves as "maps" by answering questions such as what type of land mass are you? Are you an island? An island represents a loner, an introvert, a person who likes to be by himself. Are you landlocked? If you are landlocked, you like people surrounding you. You are an extrovert. The lesson goes on to indicate that if you have lots of problems in your life, you will have a rocky shore, and so forth.
In civics classes, students are forced to make life-and-death decisions playing the role of a police dispatcher. In health classes, students are actually given telephone numbers for child abuse hotlines and told to turn in their parents if they are punished.
Classroom "guest speakers" often include representatives of U.N. non-governmental organizations (NGOs), such as the Sierra Club and People for the Ethical Treatment of Animals (PETA), who continue the indoctrination.
Parents are confused, unaware of the massive restructuring in the classroom because the traditional titles of the classes are retained. Many parents deny that such radical changes are taking place in their child's school because they still have a well-rounded curriculum of math, English, civics and geography. If parents would take a moment to look, they would see for themselves, for example, whether any true math questions appear in their child's math textbook, or whether it instead contains essay questions designed to monitor his thought processes.
Some children are showing signs of psychological scarring from this indoctrination. One six-year-old girl refused to sleep in a beautiful old four-poster bed she inherited from her grandmother. Sobbing, she explained that she was upset "because they had to kill trees to make it." A young boy compared lumberjacks to rapists and murderers.
Children are being told that wealth is evil; that private property is an affront to Mother Earth; that hunting is murder; that love of country is Hitleristic. They are told that there is no right or wrong, and that feelings are more important than morality. Is it any wonder that such an atmosphere has become a breeding ground for violence?
Perhaps the most bizarre example of the destruction of competition in schools is occurring in Cecil County, Maryland, where middle school basketball is played by very different rules. If one team is ten points ahead, additional baskets scored by the winning team won't count until the underdog team catches up. No record is kept of who scores so no one can stand out as a star of the team. This is today's modern high school athletic event. A band plays sour notes in a non-victory celebration as cheerleaders with no ability have nothing to cheer about, and as a boring, pointless game with no winners or losers drags out on the floor.
What's the point? Individual spirit dies. The desire to stand out is squashed. The drive to perform better than anyone else is stamped out. "Group-think" replaces reason. This is OBE behavior modification at work.
Our children are being groomed to live and function in a different world. The social planners aren't lying. They openly admit that the restructured education system is preparing our children for the future, but it's a future in a global village filled with misery and sacrifice.
Tom DeWeese is president of the American Policy Center and author of the DeWeese Report. The preceding was adapted from his speech at the Freedom 21 Conference, July 2000.