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| I am very concerned regarding Trump's appointments. Having worked
in Departments of State and Education, I think I can say that those
two departments are the most important players in implementation of globalism/world
govt. through State/UN agenda, and Soviet lifelong (pre-school
workforce training/community education/brainwashing control) that goes with
it, through the Dept. of Education/UNESCO/OECD.
IN MY OPINION ONLY
Approval of SecState Tillerson and SecEd DeVos were all all Trump needed to bring down our nation at the behest of the academics-destroying, war-mongering, money-grubbing globalists. The other Cabinet departments will simply go along with the agenda coming out of State and Education Departments.
The Departments of Labor and Health and Human Services, and a federal data collection office will probably become very important tentacles of the present downsized U.S. Dept. of Education, headed up by DeVos whose job will primarily be to oversee the destruction of public education and its replacement by tax and corporate-funded charter schools and vouchers necessary for the global workforce agenda (connected to State Dept. UNESCO, OECD and corporations).
The aforementioned agencies will be the key players since education is no longer "education" but has been redefined to provide primarily brainwashing, workforce training and provision of health and social services at the local level. A data collection office in control of what goes on at local level will very likely be a separate office in D.C.
Everything is now local.
The fix is in.
Please read the following quotes from two key U.S. Dept. of Education documents provided me by the father (deceased) of someone on my email list. Her father was a great patriot/career educator in the U.S. Dept. of Education.
The first document was given to me in 1981, "on the sly", while I worked in U.S. Dept. of Education. He left it in my in-box, while I was at lunch.
The second document, U. S.Dept. of Education Far West Lab grant to "Mr. Skinnerian Outcomes Based Education", Dr. William Spady, was sent to me at home in Maine, shortly after I had been relieved of my duties at Ed Dept.
(I never had the opportunity to meet with this gentleman.)
(1) Taken from the deliberate dumbing down of america, 3D, page 68.
IN 1963 A NATIONAL PROJECT WAS INITIATED WHICH WAS THE FORERUNNER OF THE National Assessment of Educational Progress (NAEP) and became the model for individual state assessments which have created enormous controversy due to their focus on attitudinal and value change.
This study was presented in A Plan for Evaluating the Quality of Educational Programs in Pennsylvania:
Highlights of a Report from Educational Testing Service to the State Board of Education
of the Commonwealth of Pennsylvania (Educational Testing Service: Princeton, N.J., June 30,1965). The combination of the Skinnerian method of training and the assessments’ emphasis on change in attitudes, values and beliefs resulted in what the average parent considered a “lethal concoction,” absolutely guaranteed to create a “robotized citizen for the New Pagan Age.” Although Appendix IV of this book includes verbatim text from the Plan, the following excerpts provide a fairly clear picture of the intent of those involved in this seminal project:
This Committee on Quality Education sought the advice of experts [including Dr. Urie Bronfenbrenner of the Department of Sociology, Cornell University; Dr. David R. Krathwohl of the College of Education, Michigan State University [a co-author with Benjamin Bloom of The Taxonomy of Educational Objectives: Affective Domain]; and Dr. Ralph Tyler, director of the Center for Advanced Study in the Behavioral Sciences in Palo Alto, California.
These experts constituted a Standing Advisory Committee for the project….
It [the Committee] concluded that an educational program is to be regarded as 'adequate' only if it can be shown to contribute to the total development of pupils.... The Committee recognizes that many of the desirable qualities that schools should help pupils acquire are difficult to define and even more difficult to measure. It feels, nevertheless, that any evaluation procedure that leaves these qualities out of account is deficient as a basis for determining whether the program of any school district is educationally 'adequate'…
The first step in judging the quality of educational programs is to decide on the purposes of education. What should children be and do and know [emphasis in original] as a consequence of having gone to school? What are the goals of the schools? These questions have been high on the agenda of the Committee on Quality Education. Its members wanted a set of goals that would reflect the problems society faces in the world of today.... Measures of conventional academic achievement, for instance, are at a more advanced stage of development than measures of attitude and values.
Measures of progress toward the ten goals are unequally developed. Some are more dependable and valid than others. For example, tests of reading comprehension are relatively well developed and reasonably well understood while tests of such qualities as self-understanding and tolerance are less well developed and poorly understood.... Where the available measures are clearly inadequate, intensive research and development should be undertaken immediately to bring them to the point where they can have full effect in the evaluation program.
(2) Taken from the deliberate dumbing down of america, 3D, page 214:
Dear Secretary Bell:
I am forwarding this letter to accompany the proposal which you recommended Bill Spady and I prepare in connection with Outcome-Based Education. This proposal centers around the detailed process by which we will work together to implement Outcome-Based Education using research verified programs. This will make it possible to put outcome-based education in place, not only in Utah but in all schools of the nation. For those who desire, we will stand ready for regional and national dissemination of the Outcome-Based Education program.
We are beginning to see positive, preliminary results from some of the isolated schools in Utah which have implemented Outcome-Based Education. These positive indicators are really exciting!
We sincerely urge your support for funding the proposal as presented.
G. Leland Burningham
State Superintendent of
BTW: the deliberate dumbing down of america, 1999, out of print, is available as a FREE download at deliberatedumbingdown.com.
Patriots Or Manchurian Candidates?
Our good people worry about a Constitutional Convention for good reason, but when one considers the impact of tax-funded charter schools, with no elected school boards, for Soviet polytech workforce training , I personally believe "they" have accomplished many of the key objectives of a Convention of the States (ConCon). Regionalism (communism), which is rampant across the country, with little opposition from the American people, also calls for governance by unelected boards.
Will watch to see how all of this plays out. USA fought unconstitutional UN "no win" wars to, ostensibly, keep this tragedy from playing out. How many of our sons and daughters, parents, grandparents, great grandparents gave their lives to keep this shift from freedom to slavery from happening?
P.S. I will be on Rense tomorrow, Thursday, February 9, at 11 p.m. est to discuss the tragedy.
Charlotte Thomson Iserbyt
Former Senior Policy Advisor
U.S. Department of Education
Click on links, with exception of 2 Amazon links, for FREE downloads:
Guerilla Media Network Iserbyt Archives link
Exposing The Global Road To Ruin Through Education-Trailer Links
3 Minute Trailer
26 Minute Trailer
Full 8 Disc YouTube Video Links
Amazon 8 Disc Set Order Link
To order the updated abridged 2011 version of The Deliberate Dumbing Down of America click this AMAZON ORDER LINK
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