Wednesday, September 17, 2014

How to Destroy a Nation


… certain segments of the population must be programmed to be robotic drones, incapable or unwilling to think on their own.  In this scenario, the “individual” is the enemy of the state.  Individual thinking and choice are not conducive to “peace and progress” and not permitted.  Only by being part of “The Team,” can the individual (follower) accomplish objectives or “outcomes.”  Of course, these “objectives and outcomes” are directed by the bureaucracy.  This phase of population training is currently being accomplished by the public school system with such programs as “outcomes based education,” and the introduction of New Ageism into the classroom.  One has to remember that Adolf Hitler pioneered a similar tactic with his Hilterjugend and state-sponsored school system.  To quote the Fuhrer, “When an opponent declares: ‘I will not come over to your side,’ I calmly say ‘your child belongs to me already.  Who are you?  You will pass on.  Your descendants, however, now stand in the new camp.  In a short time they will know nothing but this new community.’”

~ Roberts, Craig; The Medusa File; Consolidated Press International; Tulsa, OK; 1997; p 90


Learn
March 17, 1999
To:  Washington State House and Senate Republicans
In 1949, two very competent people, neither knowing the other, were performing assigned duties in China, shortly before the Nationalist government was overthrown and Chiang Kai-Shek was forced to retreat to Taiwan.
Each of these two men, a specialist in his own field, came to the same conclusions about a strange phenomenon both witnessed in China.  One called it brainwashing, the other called it the "tenth principle of warfare" in use in China courtesy of its ally, the Soviet Union.  Both men were right, and both were also wrong.  Hunter, a foreign correspondent for a major news service in the United States, recognized the phenomenon as a method of altering the thought process.  Hutton, A Colonel in the United States Armed Forces, found its special function in military application was to paralyze the will to resist.
What these two men observed was the activation of a management and control system, used to hold captive the second largest nation on earth, and at that time being used to conquer the most populous.  Each man identified it as it impacted his particular field of expertise, not as it impacted the entirety.
In 1949, George Counts, professor at Teacher's College, Columbia University, who had for years enthusiastically supported the Soviet regime, but who more recently had become embittered when the Soviets made a deal with Hitler, exposed their secret weapon in a his book, The Country of the Blind, and in a article he wrote for the NEA Journal, in 1951.  In the book, Counts described the use of The System to control the economy in the Soviet Union.  In the article, Counts described The System as,
. . . the product of perverted genius.  It is the most comprehensive thing of its kind in history . . . Employing with complete ruthlessness and singleness of purpose all the resources of science, of mechanical invention, of medicine and psychology, it is able to attain power and reach heights of efficiency which dwarf the efforts of previous despotisms.
Twenty years later, a homemaker in California inadvertently uncovered evidence of that same system in a textbook, up for adoption in that state in 1969.  In the teachers' manual for those texts, the anomaly was called "Planning, Programming and Budgeting Systems" (PPBS).  Eventually, it became known that the California legislature had been implementing various pieces of PPBS for years and did not have a clue what they were building: a replacement system for the lawful government of the United States.
PPBS has gone on to become known by other names: mastery learning, outcome-based education (aka performance-based, competency-based . . . education, . . . aka education reform), performance-based budgeting, total quality management, continuous quality improvement . . . all built on the same framework of systems thinking or systems theory.  This massive system, built in a wholistic web encompassing and controlling all facets of the life of the populace, is based on data feedback – the establishment of massive computer systems holding personally identifiable information on every man, woman and child in Washington State and the United States.  That system is being built as this is written.
It is the same system described by the two men in China in 1949.  It is easy to oppose communism in name, it is not so easy to know what the system is, what it looks like, what it does, unless one has studied the semantics of communism and recognizes the component parts.  Performance-based education is a communist system of education that intertwines with all other systems, until no one system can be extricated from the other, until the lines of any one system are so blurred that one cannot discern them.
In his rise to power, Hitler stated that it gave him great pleasure that the people did not know what was happening to them.  The United States saved what remained of the German people following Hitler's heinous acts in his efforts to establish the perfect system.  Who will save the American people from the same fate?
It is easy to call people opposed to this "system" as "right wing", "extremist", "right wing religious fanatics", make fun of, laugh at, etc, etc, etc, but I have to ask: will those same people feel so smart down the road when they realize they have been used to destroy their own freedom, liberty and justice?  It can't happen here?  It is happening here — just as it did in Germany with people not realizing what is happening to them.
Lynn M Stuter
7th District
With appreciation to Maureen Heaton for her untiring commitment to our nation and our continued freedom, liberty, and justice.  Special note:  Maureen passed over to the other side in 2000.  She will be sorely missed.

The above letter to the Senate and House Republican legislators, serves as a prelude to the following links that outline the communist strategy for destroying a nation — more especially, the American nation.  How many of these goals and strategies have already been, or are now being, implemented in the United States?

Tuesday, September 16, 2014

U.N. to Dump Flood of Muslim Refugees on U.S.

Syrian refugees at a protest rally
This is not simply the result of war.  This is the result of a strategy, and it is only the beginning. -W.E.

For more on this, please see:  ADVANCING THE PLANS TO ISLAMIZE THE WORLD

WND

Displaced Syrians will likely make up the next big wave of Muslim refugees coming to America.
Since the early 1990s, the United Nations high commissioner for refugees has selected 200,000 to 250,000 refugees from Islamic countries to be resettled in the United States. Most of them have come from Somalia and Iraq.
Syria could soon be added to the mix in the midst of that country’s brutal civil war. The Obama administration has been greasing the skids for the Syrian refugees for months, WND has learned, and the refugees will soon be dumped on American cities throughout the U.S.
In February, the State Department moved to ease the rules that protect the U.S. from accepting refugees with potential ties to terrorist organizations. The rules were seen as “too strict” by the refugee-resettlement groups that lobby Congress and the administration to continuously let in more Muslims from the war-torn Middle East.
Then on Sept. 4, a U.S. State Department spokeswoman hinted at her daily press briefing that a new wave of refugees will soon be coming from another predominantly Muslim nation – Syria.
“The United Nations high commissioner for refugees just this year started referring Syrian refugees to the United States for processing,” said Marie Harf. “Obviously, we have several thousand in the pipeline, and that number will continue to go up.”
Obama’s State Department is expected to present Congress with a list within the next two weeks that shows the total number of foreign refugees it wants to accept into the country over the next year and the countries from which they will come. The new fiscal year begins Oct. 1.
A few local newspaper reports have already surfaced, providing clues as to where some of the Syrian refugees will be delivered. The Winston-Salem Journal carried a report last week that the Triad area of North Carolina could receive some of the refugees. The first Syrian family has already arrived in Greensboro, North Carolina, and is living in a hotel there, according to the Journal.
The Cleveland Plain Dealer reported Sept. 10 that the city’s social services were preparing for “a flood of refugees” from Syria and Iraq later this year. Cleveland, Akron and Columbus, Ohio, have been hotspots in the past for Muslim refugees coming from the Middle East.
Once the refugees are relocated to an American city, they are quickly connected to an array of taxpayer-funded social services, including Medicaid, food stamps and subsidized housing. Interpreters and tutors are often provided to help bridge the language gap that refugee children will find in local public schools.
Groups like Human Rights First, World Relief Corp., the Hebrew Immigrant Aid Society, the Catholic and Lutheran churches all have strong presences in Washington and often do the bidding of the U.N. High Commissioner for Refugees. The U.S. Conference of Catholic Bishops, Lutheran Immigration and Refugee Services, World Relief, Episcopal Migration Ministries, Church World Services and the Hebrew Immigrant Aid Society push for more foreign refugees to be resettled in America, which results in more federal grants flowing into their coffers.
WND has documented in previous stories that more than 90 percent of the money used by these religious charities for resettling refugees comes from federal grants. They operate like government contractors in the lucrative resettlement business under the guise of providing “charity.”
Most of the Syrian refugees will likely be coming from Turkey, where thousands have fled across the border from Syria, but others are huddled in refugee camps in Lebanon, Jordan and Egypt.
Melanie Nezer, head of policy and advocacy at Hebrew Immigrant Aid Society, one of the organizations that resettles refugees in the U.S. using federal grants, wrote an op-ed March 28 in the New York Daily News in which she called for the U.S. to accept 75,000 Syrian refugees over the next five years. That would be 15,000 a year coming to the U.S. under permanent refugee status.
“That’s a huge number,” said Ann Corcoran, a writer and researcher for Refugee Resettlement Watch, a group that monitors the U.N.’s distribution of foreign refugees throughout the United States. She said 15,000 a year would be on a par with the Iraqi refugee program, which has produced the largest, fastest-growing refugee community in the U.S. since Sept. 11, 2001.
“Most of the Syrian refugees in these refugee camps are Sunni Muslims; they’re not Christians,” said Corcoran. “The camps in places like Turkey and Jordan, you’re not going to find a ton of Christians.”
The United Nations, working with the U.S. State Department, has already shipped approximately 115,000 Iraqis to American cities since Sept. 11. Another 100,000 Somalis have been resettled in the United States since that country devolved into civil war in 1993. The Somali refugees have been described as 99.9 percent Muslim by Somali-American leaders. The Iraqi refugees have also been majority Muslim and, while the exact percentages are more difficult to track, the Iraqis coming to the States have been estimated at 62 percent Muslim.
Culture clash in American cities
Once here, Muslim families have vastly more children than the typical American family. The average Somali couple in Minnesota, for example, has six children.
These refugee families have changed the demographics of their host cities, such as Shelbyville, Tennessee; Lewiston, Maine; and Minneapolis, Minnesota, all of which have reported culture clashes between Muslims expecting everything from foot baths at public colleges to dietary concessions at public schools. A Tyson Foods meat-packing plant in Shelbyville decided in 2009 to acquiesce to a local union’s demands to drop the paid holiday of Labor Day in favor of the Muslim holiday Eid al-Fitr, a decision that Tyson later reversed in the wake of a public backlash.
And in Minneapolis, Mayor Betsy Hodges sparked controversy in April when she showed up to a meeting with the city’s increasingly powerful Muslim community wearing a hijab.
Problems have also arisen with Islamic radicals recruiting young Muslim refugees in America. WND has reported in recent weeks about FBI investigations into 25 to 30 Somali refugees leaving their homes in Minnesota to become fighters for ISIS in Syria and the al-Qaida-linked Al-Shabab in Somalia.
Pamela Geller, author of “Stop the Islamization of America: A Practical Guide to the Resistance,” said it should come as no surprise that the U.N. would do everything in its power to flood the United States with as many Muslim refugees as possible.
She said the Organization of Islamic Cooperation, or OIC, which is comprised of 56 Muslim countries and the Palestinian Authority, makes up the largest voting bloc at the U.N. General Assembly.
“They’re very powerful, they’re very dangerous,” Geller said. “You can’t make this stuff up.”
Geller, Corcoran and others such as Islam scholar Bat Ye’or have long warned that there are two methods of creating Islamic supremacy in the world. One is through violent jihad. The other is through al-hijra, or the Islamic doctrine of immigration.
“Basically you have those who want to take over (countries) through immigration saying to the jihadists “you guys need to stop cutting people’s heads off and be patient,’” Corcoran said. Al-hijra will accomplish the same goal over the long term in countries open to immigration, which includes the United States and most of Europe.
The U.S. takes in about 70,000 foreign refugees per year, more than any other country in the world. Besides the U.S., Germany and Sweden have also agreed to take in Syrian refugees through the U.N. program. Germany has agreed to accept another 10,000 Syrian refugees after already absorbing 6,000, while Sweden has agreed to accept up to 17,000 over the next year.
Creeping toward Sharia?
In 2011, former Secretary of State Hillary Clinton hosted a two-day conference with the OIC in Washington to discuss how to implement U.N. Resolution 1618 to combat “religious intolerance” and “negative stereotyping” against Muslims in the U.S., which Geller said amounted to a version of the Muslim anti-blasphemy laws.
“It was to implement the Shariah is what it was,” she said. “It was really an anti-free speech measure.”
Then in 2013 a U.S. attorney in Tennessee, William Killian, said it is possible that some inflammatory comments about Muslims posted on social media could violate civil-rights laws. He later backed off his plan to criminalize an entire segment of speech deemed offensive to Muslims, a decision Geller notes came only after an intense public outcry.
“You know, we have real problems, they’ve disarmed the American people, misinforming them or not informing them at all,” Geller said. “There are no human rights under the Shariah for non-Muslims, and so the U.N. is deeply problematic. And we do their bidding.”
State Department documents show that Iraq has produced the single largest number of refugees resettled in the United States. In fiscal year 2013 alone, 19,488 Iraqis were resettled in America, followed by Burma with 16,299, Bhutan with 9,134 and Somalia with 7,608. Only 36 Syrians were allowed into the U.S. in 2013, followed by just 63 so far in 2014.
“But again, part of this is because the U.N. High Commissioner on Refugees only began this year in mid-2014 referring refugees in large numbers to the United States,” Harf said in the Sept. 4 briefing.
The Syrian civil war now has the potential to surpass even the Iraq War in its ability to create refugees. The war has caused more than 3 million Syrians to be uprooted since 2011.
Steve Emerson, a counter-terrorism expert and author of six books on radical Islam, said the screening process for refugees isn’t tight enough.
“They’re doing very little vetting. Several years ago, it was discovered that Iraqi militants were being resettled in California,” Emerson said. “So the resettlement program that’s going on around the U.S., the vast majority of refugees are not involved in terrorism, but certainly the vetting process is lacking. It’s not that easy to acquire the intelligence needed to deny someone refugee status if in fact the conditions that apply for asylum are met.”
Then there is the problem of the powerful refugee lobby in Washington.
“You have a pro-refugee lobby in the United States that is very strong, and the Obama administration has been particularly receptive to it,” Emerson said.
The U.N. has been trying to relocate 30,000 Syrians it considers most vulnerable, and the U.S. would normally accept half of those, according to witnesses who testified at a Senate hearing in January.
A State Department official, who asked not to be identified, told WND that refugees assigned to the U.S. by the United Nations are thoroughly screened by the Department of Homeland Security before they are allowed into the country.
“I would refer you to DHS on that, but I can assure you it’s a very rigorous process,” the official said.
The United States admits more refugees per year than all of the other countries in the world combined, Harf said.
“I think we should make the point about refugees here, that the United States resettles more refugees than the rest of the world combined, period,” Harf said. “And I think our commitment to helping with resettlement of refugees is an important one that we take very seriously.”

Saturday, September 13, 2014

Obama’s Fake War Against Terrorism Benefits Russia (Video)


"Russia is now a KGB State. The KGB is now more powerful today than it was under Soviet times and they have not abandoned their Leninist dream of world domination.  You see that they are working with the Chinese, they are working with the Iranians they work with the Cubans, the Venezuelans...all around the world Russia has its tentacles."

"Putin may well use his Islamic adherence to tickle America's nerves.  This would correspond to a strategy of psychological warfare against the U.S. in order to create in the U.S. an atmosphere of nervousness, uncertainty and stress." 

"But this begs the question really, is there a Russian role in this Islamic terrorism[ISIS] that is now targeting us and is sweeping through the middle east?" 

"The destruction from within that the U.S. has suffered the last few years is right out of Moscow's playbook which was brought to the fore more than once a decades ago." 

"This is happening and diverting America's attention when the really big battle is happening in the Ukraine because whoever wins that battle will dominate Europe."


TrevorLoudon 

Trevor Loudon of TrevorLoudon.com and Cliff Kincaid discuss how the Russian KGB State benefits from Obama's fake war against terrorism in the Middle East. They examine the evidence of Russian infiltration of the West, as demonstrated by the appeasement of Russia over Ukraine. Plus,Trevor talks about his 90-day tour of the United States, the illegal immigration issue, the libertarians, and what's happening in the Tea Party movement.

The Global Roots of "Common Core" Education

BeritKjos
Mirrored here

"The task before UNESCO... is to help the emergence of a single world culture with its own philosophy and background of ideas and with its own broad purpose." [1]  Julian Huxley, the first head of UNESCO, 1947.


Parents beware! A New World Order is rising. 

It has no tolerance for Christianity, traditional values, or historical facts that expose its lies. The seeds for this transformation were planted long ago, but few saw the warning signs. Now that the evidence is too vast to deny, we need to prepare our children for a different kind of world: a world where an educated and responsible citizenry no longer exists in sufficient numbers to maintain the rule of law and individual freedom.

Today's education goals were envisioned more than a century ago by socialist American and British elites who steered the process from behind the scenes. Though the labels changed through the years, they all served a globalist vision of a totalitarian world equipped to conform young minds to a socialist/Communist system.  Each decade brought us closer to the fulfillment of that anti-Christian agenda. The latest version of the international education plan is called "Common Core" (CC) or "Common Core Standards" (CCS) or "Common Core State Standards (CCSS) in America. These deceptive labels hide the global agenda—at least for the moment.
"Common Core" is the latest extension of previous programs aimed at mind-changing compliance with UNESCO's evolving guidelines. You may remember some of the past titles: Education for All, Outcome Based Education, Quality Learning, No Child Left Behind, etc. In the years ahead, new labels and propaganda will surely continue to push this global agenda forward until the world's elite masters decide that they have reached their goal: total control of the serfs that serve them.
In a 2009 article titled "The Spiritualization of Science, Technology and Education in a One-World Society," Dr. Martin Erdmann writes,

"Aldous Huxley envisioned a future world society totally controlled by an elite group of scientists. His best-known fictional work explicating this dire prospect bore the title Brave New World. Years later he would “revisit” his prognostications only to conclude that he had underestimated the rate of change realizing his darkest fears."[3]

Aldous, brother of the prominent Julian Huxley who served as the first Director-General of UNESCO, had reason to be concerned. Raised among British socialist/globalist elites (some of whom funded Communism in Russia), he shared their vision and glimpsed their totalitarian goals. Of course, he didn't know that more than half a century later, the global-minded Bill Gates would use his wealth to help establish that long-term vision: 
"Gates’ astronomical wealth has persuaded millions that Common Core is the solution to education problems...But... the truth remains that whenever unelected philanthropists are permitted to direct public policy, the voting public gets cut out of the process."[4]

As you scroll down the century-long chronology, notice the powerful people, the elitist organizations, and the wealthy foundations that have planned, steered and funded the amoral transformation of our schools, churches and communities. Their common goal is global socialism: a totalitarian new world order!

1905. The Carnegie Foundation for the Advancement of Teaching (CFAT) was founded by Andrew Carnegie in 1905 and chartered in 1906 by an act of the United States Congress. Together with other Carnegie Foundations, it has been a major promoter and funder of socialistic, global education projects.[5]
1908. John Dewey, the socialist "father of modern [progressive] education", laid the foundations for a revolutionary transformation of American schools. In Religion and our Schools, he wrote, "Our schools ... are performing an infinitely significant religious work. They are promoting the social unity out of which in the end genuine religious unity must grow. ...dogmatic [Christian] beliefs... we see...disappearing."[6]
1919.  The Institute of International Education (IIIE) was established with a grant from the Carnegie Endowment for International Peace.... John Dewey (socialist) served on its National Advisory Council."[7]
1933. John Dewey, "father of progressive education" and honorary president of the National Education Association (NEA), co-authored the first Humanist Manifesto which called for a "synthesizing of all religions." ..."Any religion that can hope to be a synthesizing and dynamic force for today, must be shaped for the needs of this age."[8]
1934. In a report presented at the annual NEA meeting, Willard Givens (later NEA executive secretary) wrote: "...all of us, including the 'owners' [who might they be?] must be subjected to a large degree of social control.... [T]he major function of the school is the social orientation of the individual. It must seek to give him understanding of the transition to a new social order."[9]
1942. The editor of the NEA Journal, J. Elmer Morgan, wrote an editorial titled "The United Peoples of the World." In it, he explained that a world government would need an educational branch, a world system of money and credit, a world police force, "a world bill of rights and duties."[10]
1946. "The establishment [UNESCO] marks the culmination of a movement for the creation of an international agency of education.... Nations that become members of UNESCO accordingly assume an obligation to revise the textbooks used in their schools.... Each member nation... has a duty to see to it that nothing in its curriculum... is contrary to UNESCO's aims." This NEA article was printed in "National Education in an International World" apparently by the far left Teacher's College in New York.[11]
1946.  In his NEA editorial, "The Teacher and World Government," J. Elmer Morgan, wrote, "In the struggle to establish an adequate world government, the teacher... can do much to prepare the hearts and minds of children.... At the very top of all the agencies which will assure the coming of world government must stand the school, the teacher, and the organized profession."[12]
1947. Julian Huxley, first Director-General of UNESCO, wrote in UNESCO: Its Purpose and Its Philosophy: "The general philosophy of UNESCO should be a scientific world humanism, global in extent and evolutionary in background... In its education program it can... familiarize all peoples with the implications of the transfer of full sovereignty from separate nations to a world organization.... Tasks for the media division of UNESCO [will be] to promote the growth of a common outlook shared by all nations and cultures... to help the emergence of a single world culture."[13]
1948. The NEA produced a set of international guidelines called Education for International Understanding in American Schools. It included this statement: "The idea has become established that the preservation of international peace and order may require that force be used to compel a nation to conduct its affairs within the framework of an established world system.... Many persons believe that enduring peace cannot be achieved so long as the nation-state system continues as at present constituted. It is a system of international anarchy."[14] 
1968. Professor John Goodlad reported that Professor Benjamin Bloom [called Father of OBE] "was invited by UNESCO in 1968 to submit a proposal for a six to nine week training program which would partially fulfill recommendations made at UNESCO's Moscow meeting dealing with the formation of national centers for curriculum development and research..." [15]
1973. The socialist authors of the Humanist Manifesto II wrote: "We deplore the division of human-kind on nationalistic grounds. We have reached a turning point in human history where the best option is to transcend the limits of national sovereignty and to move toward the building of a world community..."[16] 
1976. An NEA program titled A Declaration of Interdependence: Education for a Global Community, was made available to schools across the country.... The report said, "Educators around the world are in a unique position to help bring about a harmoniously interdependent global community."[17]  Note: That "world community" was officially born in 1945, when Alger Hiss served as Secretary General at the founding of the United Nations.
1985. "The curriculum arm of the NEA, the Association for Supervision and Curriculum Development (ASCD), co-sponsored an international curriculum symposium in the Netherlands. According to Education Week, the ASCD executive director, Dr. Gordon Cawelti, urged representatives of other Western nations and Japan to press for the development of a 'world-core curriculum' based on knowledge that will ensure 'peaceful and cooperative existence among the human species on this planet.'"    
"This World Core Curriculum would be based on the teachings of theosophist Alice Bailey who received her channeled instructions from her spirit guide, Djhwal Khul. The framework would be written by theosophical (occult) UN leader Robert Muller -- the Under-Secretary of the UN Economic and Social Council."[18]

1991. "On October 30, the U.S. Coalition for Education for All (USCEFA) convened a conference titled Learning for All: Bridging Domestic and International Education  with First Lady Barbara Bush as the 'honorary chair.' It would provide a vital link between the UNESCO plan and U.S. implementation.  Partners in this venture included UNESCO, UNICEF, the World Bank, the NEA, and a long string of organizations involved in education at every level...
     The coalition was part of a 156-nation network working to reform education worldwide by bridging the gap between individual nations and UNESCO’s Education for All. Keynote speaker Elena Lenskaya, deputy to the Minister of Education of Russia, spoke on the topic, "Education for a New World Order."[19]
1992. The text of "The United Nations World Pledge" was recited by students at a Brownsville (Texas ) school: "I pledge allegiance to the world, to cherish every living thing, to care for the earth and sea and air, with peace and freedom everywhere."[20]
1993. "The 240 international affiliates of the NEA and the American Federation of Teachers joined to form Education International (EI)."[21]
Behind that long historical chronology stood influential elites who supported the global vision. They include bankers, presidents, politicians as well as members of secret societies such as The Council of Foreign Relations (CFR), Skull and Bones, Bilderberg and the Trilateral Commission. They didn't leave Obama to rule by himself. Just as President Woodrow Wilson had Colonel Mandel House as his secretive mentor, so President Obama is surrounded by global-minded counselors such as Joe Biden, Zbigniew Brzezinski and others.

So Who Will Rule the Global School?
Seven years ago a world-changing event took place. It would revolutionize education, families, faith and basic values in our fading "land of the free." I'm referring to the Moscow Declaration that was officially adopted on June 2, 2006, by the Education Ministers of the United States, the Russian Federation, Canada, France, Germany, Italy, Japan and the United Kingdom. The members of this international "Group of Eight" (G-8) have committed their nations to "cooperation in education at all levels in the 21st century."[22]
What about America's "Common Core" standards? How do they fit into the Moscow Declaration? 
Marketed to American families as an improved education program, the actual truth about "Common Core" has been hidden from us. Our government leaders didn't tell us that we were already committed to a multinational education agenda! But it all makes sense when we consider the century-old movement toward global education and a new world order!!
Back in 2006, Eagle Forum's Education Reporter explained the  implication of  the "Moscow Declaration':

"Russia's Science and Education Minister Andrei Fursenko described the declaration as 'both a final document of the conference and the document that will be implemented by education ministers of all the world countries and international organizations, including the World Bank, UNESCO, and UN.'"[23]
That certainly sounds like a global education system, doesn't it? But the American people were kept in the dark!  The Education Reporter continues,
"The U.S. Department of Education said the member delegates 'pledged to share best practices across borders' to build 'education systems that can allow people... to live and contribute to a global society...'
"Included in previously adopted initiatives... are those from UNESCO as well as the 1985 agreement with the USSR [before the end of "the cold war"] called 'The General Agreement between the Government of the United States of America and the Government of the Union of Soviet Socialist Republics [USSR] on contacts, exchanges and cooperation in scientific, technical, educational, cultural and other fields.'...
"What can be expected from the Moscow Declaration? If the historical results of U.S. participation with international reforms continue in the same vein, it is not unreasonable to expect the whole of U.S. education — from preschool, elementary, secondary, and higher education — will encounter further upheaval and decline."[24]
Today's sobering realities remind me of the boastful statement made by Nikita Khrushchev back in 1959. Perhaps he was right:
"You Americans are so gullible. No, you won’t accept communism outright, but we’ll keep feeding you small doses of socialism until you’ll finally wake up and find you already have communism. We won’t have to fight you. We’ll so weaken your economy until you’ll fall like overripe fruit into our hands."[25]
But God said: "My grace is sufficient for thee:

for my strength is made perfect in weakness.'" (2 Corinthians 12:9)

The Common Core Standards Guides the Global Agenda

It's hard to define the actual Common Core standards. Shrouded in positive promises and perplexing assertions, many ordinary readers are left wondering what's true or false. Faced with open-ended and unfamiliar terminology, concerned parents are confused and discouraged. They may recognize the false marketing and deceptive propaganda, but they don't know where to find honest answers. For example, the mission statement posted at "Common Core State Standards Initiative" is anything but clear:
"The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy."[26]
What does it mean by "robust"?  Is it "relevant" to the success of all students or just to those who will embrace the spreading immorality and group thinking?
Last year, those confusing but nice-sounding promises brought rapid enthusiasm among some parents, but skepticism is now growing fast. Just ponder the statements below. How do we interpret words such as "clearer and higher" or "rigorous contents"? What does "rigorous" mean in a classroom where facts are replaced by group speculations and dialectical thinking? How can concerned parents find answers to bewildering slogans such as these:
  1. Fewer, clearer, and higher, to best drive effective policy and practice;
  2. Aligned with college and work expectations...
  3. Inclusive of rigorous content and applications of knowledge through higher-order skills...
  4. Internationally benchmarked, so that all students are prepared for succeeding in our global economy...
  5. Research and evidence-based.[27]
This global agenda is far more intrusive, demanding and dangerous to Christian families than most of us can imagine. So ponder this important warning from Phyllis Schlafly:
"UNESCO's efforts in the 1960s and 1970s to influence U.S. school curriculum were unsuccessful. But now UNESCO has found a sugar daddy. On November 17, 2004 at UNESCO's headquarters in Paris, UNESCO signed a 26-page 'Cooperation Agreement' with Microsoft Corporation to develop a 'master curriculum (Syllabus)' for teacher training in information technologies based on standards, guidelines, benchmarks, and assessment techniques. The Agreement states that... 'UNESCO will explore how to facilitate content development.'
"Following the signing of the Agreement, UNESCO Director General Koichiro Matsuura explained it in a speech. One of its goals, he said, is 'fostering web-based communities of practice including content development and worldwide curricula reflecting UNESCO values.' No doubt that is agreeable to Bill Gates because the Agreement states that 'Microsoft supports the objectives of UNESCO as stipulated in UNESCO's Constitution."[28]
Before long, Bill Gates and his UNESCO partners had prepared the following "core standards." Notice that they are far more honest and threatening than the previous propaganda.
  • Environmental education will be incorporated in formal education.
  • Any value or attitude held by anyone globally that stands independent to that of the United Nations’ definition of “sustainable education” must change. Current attitudes are unacceptable.
  • Education will be belief-and-spirituality based as defined by the global collective.
  • Environmental education will be integrated into every subject, not just science..."[29]
Today's emphasis on "saving the earth" will surely involve mental manipulation and moral degradation. The suggested earth-centered spirituality in the third point would fit well in a culture of promiscuity, propaganda and paganism. And the spreading seductions of the occult will speed the rising hostility toward Biblical truth and values. The second and fourth points speak for themselves. Everything must change! "Current attitudes are unacceptable."
This transformational process is well under way. Ponder the moral values taught through the new "Common Core 'Exemplars'" listed here: http://www.corestandards.org/assets/Appendix_B.pdf. Notice on page 108 that this list of chosen "Text Exemplars" includes a sexually explicit novel by Julia Alvarez for ninth and tenth graders. Dr. Mary Grabar gives us a glimpse of its corrupting context:
"I must admit that I would have been too embarrassed to teach Julia Alvarez’s sexually explicit novel, In the Time of the Butterflies, to the college students I have taught for over twenty years, much less to ninth- and tenth-graders, as many Georgia high school teachers have been instructed to do.

"Some high school teachers also have a problem with its overtly feminist and leftist-leaning ideology. The men are portrayed as weak drunkards, continually cheating on their wives....

"The novel is taken straight from Common Core’s “Text Exemplars” for ninth and tenth graders. Although the “exemplars” are officially intended to be suggested readings, educrats take the suggestions literally. They know that they have to prepare students for the national tests being rolled out in 2014-2015.
"For example, there is a drunken New Year’s celebration of 'the triumphant announcement. Batista had fled! Fidel, his brother Raul, and Ernesto they call Che had entered Havana and liberated the country.' No indication in the novel that Fidel and Raul turned out to be tyrants, or Che a mass murderer. The novel has explicit descriptions of masturbation and intercourse, but I’m too embarrassed to quote those."[30]
If only the students children would be equally embarrassed!  But part of the purpose for corrupt literature is to replace Biblical morality with immoral sexuality and all kinds of other hindrances to Christian values. May God show us how we can best equip our children to stand firm in Christ in the midst of the coming battles.



Envisioning an Interconnected World
"In the global village ... networks will link students around the world to each other and to a vast body of information and human knowledge."[31]

That promise was made in 1994 during a trans-Atlantic conference between Washington and Berlin. Education Secretary Richard Riley and Labor Secretary Robert Reich shared strategies for building the Global Village Schools with their German counterparts. They agreed that educational accord would be vital to their goal of "enforcing social transformation."[31]
Do you wonder what kind of "social transformation" they planned to enforce? Was personal liberty on their agenda? Or did they seek totalitarian government control as in the French Revolution? What goals and values would guide their plans for global education and social transformation? Capitalism? Socialism? Or Communism? Or a new form of totalitarianism?
And where does militant Islam fit into this global power struggle for the collective minds of children?  Its ambitious Sharia-minded leaders are unlikely to compromise! And why would they? Corrupt politicians and liberal media masters are already bending over backward to accommodate Islamic "rights." But Islamic leaders have their own agenda in America as well as in the Middle East, and they will not tolerate our Christian beliefs.
Remember, Aldous Huxley warned us about such planned distractions long ago. Surrounded by British Fabian Socialists, he became increasingly troubled about the spread of totalitarianism. In 1958, after the deadly fallout from Communist and Nazi tyranny, he shared his concerns in a sobering 1958 book, Brave New World Revisited:

"In Brave New World [his previous book] non-stop distractions of the most fascinating nature... are deliberately used as instruments of policy, for the purpose of preventing people from paying too much attention to the realities of the social and political situation....

      "In their propaganda, today's dictators rely for the most part on repetition, suppression and rationalization: the repetition of catchwords which they wish to be accepted as true, the suppression of facts which they wish to be ignored, the arousal and rationalization of passions which may be used in the interests of the Party or the State.

      "As the art and science of manipulation come to be better understood, the dictators of the future will doubtless learn to combine these techniques with the non-stop distractions..."[32]


Bombard children with mind-changing suggestions
 A familiar tale told to first-graders in Pennsylvania illustrates both the tactics and the planned  transformation of the world. We all know the story of the Little Red Hen who wanted some bread to eat. She asked some of her barnyard friends to help make it. But the cat, the dog, and the goat all said "no." Finally she did all the work herself. Yet, when the bread was done and its fragrance spread throughout the farm, her unwilling neighbors were more than willing to help her eat it.

"Won't you share with us?" they begged.
"No," she answered. "Since you didn't help, you don't get anything."
In the context of  traditional values, the moral of the story might be: you get what you work for. But those who have learned to think and see from the new global perspective are led to a different conclusion. Listen to the kinds of questions the first grade teacher asked her class: 

"Why was the Little Red Hen so stingy?  Isn't it only right that everyone gets to eat? Why wouldn't she share what she had with some who had none?"[33]

The concerned mother who heard and reported this story asked, "What kinds of values were the children taught?"  The new interpretation emphasizes love and sharing, but what is missing?  How might it confuse a child's values?  
The answers are obvious. The children were taught socialist values. The new interpretation vilified values that had motivated Americans to be diligent, responsible and fair. The teacher's questions were actually strategic suggestions prompting the group to ridicule traditional values, to see reality and society from the new politically correct perspective, and to intimidate and shame anyone who dared to disagree. 
A new mental "framework" is vital to the global paradigm shift. But to launch the new system, the old patterns must be blurred, broken and forgotten. The educational establishment knows that children who are fed a daily diet of biblical truth will resist their plans for change. They also know that students bombarded with strategic suggestions will probably reject Christianity. If schools can build the "right" kind of filter in the minds of young children, the new global beliefs will fit right in.

Focus on feelings, not facts
This shift from factual education to mental manipulation and feeling-based learning began more than seventy years ago. Through the decades, the strategies used to manipulate minds in the Soviet Union and Nazi Germany were developed, first at the Tavistock Clinic near London and later at Germany's Frankfurt School (originally called Frankfurt Institute for Social Research). Their mind-bending methods soon spread to a rising number of psycho-social research centers in America. They were fine-tuned at Columbia, Harvard, Stanford and other American universities, at our regional educational laboratories and at the Aspen Institute for Humanistic Studies where Elian Gonzales was remediated in preparation for his return to a Communist system. 
At the 1989 Governor's Conference on Education in Kansas, Dr. Shirley McCune, then head of the Mid-Continent Regional Educational Laboratory, summarized the policy in her keynote speech:

“The revolution… in curriculum is that we no longer are teaching facts to children…. We no longer see the teaching of facts and information as the primary outcome of education.”[34]

"What will take the place of logic, fact and analysis in the coming age?" This rhetorical question was raised by Dr. Donald A. Cowan, president emeritus of the University of Dallas. His revealing answer exposes an important step toward the new consensus: 

"The central way of thought for this new era will be imagination.... Imagination will be the active, creative agent of culture, transforming brute materials to a higher, more knowable state."[35]

A simple example of this process was exposed by a Christian teacher in Sunnyvale CA. During a public elementary school assembly, the students sang the words of the Peacemakers' Planetary Anthem to the tune of the Star Spangled Banner. This melody, which has symbolized freedom to those who have loved America, now became a tactical trigger used to turn hearts from the old ways to the new vision. 
To shape "world-class students" who see reality through a multicultural filter, social engineers keep testing their latest modification strategies on our children. One tactic is managed group thinking (the dialectic process) which prompts them to reject their old home-taught morality and embrace the collective values of their dialoguing classroom group.
The Left may win the next battle in this spiritual war. The signs of a global revolution are already too close for comfort. We can no longer count on the American Constitution which was based on Biblical principles. More often than not, today's choices are totally contrary to America's founding values and God's wise guidelines.
But our Lord still reigns! In the midst of this spiritual war, He will surely provide His strength, wisdom and His comforting nearness to all who choose to trust and follow Him!

"The LORD is my rock, and my fortress, and my deliverer; my God, my strength, in whom I will trust; my buckler, and the horn of my salvation, and my high tower.  I will call upon the LORD, who is worthy to be praised: so shall I be saved from mine enemies." (Psalm 18:2)


1. Julian Huxley, the first head of the United Nations Educational, Scientific and Cultural Organization (UNESCO). http://www.crossroad.to/Quotes/globalism/julian-huxley.htm
2. Thomas Sowell, "Indoctrinating the Children," in Forbes, February 1, 1993, p. 65.
3. Dr. Martin Erdmann, "The Spiritualization of Science, Technology and Education in a One-World Society," January 2009, Volume 2, http://www.clinam.org/images/stories/pdf/volume2.1.pdf
4.  Top Ten Scariest People in Education Reform: #5 - Bill Gates, August 2013. http://whatiscommoncore.wordpress.com/2013/03/28/top-ten-scariest-people-in-education-reform-5-bill-gates/
6. John Dewey, "Religion and our Schools." Abstract: "In 1908 . . . Dewey, wrote a paper ‘Religion and our Schools’. In it he argued that religion should not be taught in schools. Yet Dewey had his own radical religious views. These views are now more widely accepted and religious education less confessional." July 6, 2006. http://www.tandfonline.com/doi/abs/10.1080/0141620980200202#preview
7. Dennis Laurence Cuddy, Ph.D., Chronology of Education with Quotable Quotes, 1994, p. 18.
8. The Humanist Manifesto 1 (1933) was the first public declaration of the views and objectives of humanism. It rejected God and His values but affirmed humanist faith in the power and evolution of man. The Humanist Manifesto II (1973) reaffirmed and amplified this man-centered, relativistic, utopian belief system. http://en.wikipedia.org/wiki/Humanist_Manifesto_II
9. "Willard Givens presented a report titled "Education for the New America" at the 72nd Annual Meeting of the NEA, held in Washington, D.C. in July 1934. Cited by Dr. Dennis Cuddy, Chronology of Education with Quotable Quotes, p. 20.
10. Joy Elmer Morgan, "The United Peoples of the World," The NEA Journal (December 1942); p.261.
11. "National Education in an International World." Printed by the NEA in 1946.
12. J. Elmer Morgan, "The Teacher and World Government," The NEA Journal (January 1946); p.1.
13. Julian Huxley, first head of UNESCO,  (Washington DC: Public Affairs Press, 1947). See http://www.crossroad.to/Quotes/globalism/julian-huxley.htm
14. Dennis Cuddy, Ph.D., The Grab for Power: A Chronology of the NEA (Marlborough NH: Plymouth Rock Foundation, 1993); p. 8.
15. John I. Goodlad & Associates, Curriculum Inquirythe Study of Curriculum Practice (NY: McGraw Hill, 1979), 261.
16.  Humanist Manifesto II, Tenet  #12. http://americanhumanist.org/Humanism/Humanist_Manifesto_II
17. The NEA promotes "A Declaration of Interdependence: Education for a Global Community," September, 1976. Cuddy, Chronology of Education, p. 59.
18. Muller's beliefs and influence are explained in Brave New Schools [by Berit Kjos], Chapter 2: "The International Agenda" at http://www.crossroad.to/Books/BraveNewSchools/2-International.htm
19. The Conference on "Learning for All: Bridging Domestic and International Education" with Barbara Bush (Honorary Chair) and a Russian keynote speaker, Elena Lenskaya, October 30-November 1, 1991.
20. The text of "The United Nations World Pledge" was recited by students at a Brownsville (Texas ) school, TiVo Community Forum Archive 1, http://archive.tivocommunity.com/tivo-vb/showthread.php?s=&threadid=78176
21. Dennis Laurence Cuddy, Ph.D., Chronology of Education With Quotable Quotes (Highland City, FL: Pro Family Forum, Inc., 1993).p. 100.
22. 'Moscow Declaration" Adopted by G-8: Education Ministers—Secretary Spellings Commits U.S., Eagle Forum, U.S. Dept. of Education, June 2, 2006. http://www.eagleforum.org/educate/2006/june06/moscow.html
23. Ibid.
24. Ibid.
25. Nikita Khrushchev, "Dark Predictions of a KGB Defector," 1959 at http://frontpagemag.com/2010/10/19/dark-predictions-of-a-kgb-defector/print/
28. Phyllis Schlafly, "Bill Gates Teams Up With UNESCO," Eagle Forum, November 30, 2005. http://www.eagleforum.org/column/2005/nov05/05-11-30.html
29. Ibid.
30. Mary Grabar, “Common Core ‘Exemplars’: Literature with Graphic Sex and Praising Castro," Text Exemplars” for 9th and 10th grades, May 7, 2013, http://watchdogwire.com/florida/2013/05/07/common-core-exemplars-graphic-sex-and-praising-castro. See the new "Common Core 'Exemplars'" listed here: http://www.corestandards.org/assets/Appendix_B.pdf.
31. From a publicity flier announcing the trans-Atlantic conference held April 10-13, 1994.
32. Aldous Huxley, Brave New World Revisited (Perennial Library,1958), pps. 36-37. www.crossroad.to/Excerpts/books/transformation/brave-revisited.htm
33. This story was included in the first grade curriculum in New Pittsburgh, PA. The story was also told--using the new paradigm context--at a parents' meeting explaining Character Education. Anita Hoge, formerly a Pennsylvania mother and researcher, reported the story to me.
34. At the time of her 1989 keynote speech, Shirley McCune presided over the Mid-Continent Regional Educational Laboratory (McREL). The Regional Educational Laboratories are private, non-profit corporations which are funded, in whole or in part, under Title IV of the Elementary and Secondary Education Act of 1965.
35. Spoken at a 1988 forum address at the Dallas Institute of Humanities and Culture. This address formed the nucleus for his book, Unbinding Prometheus: Education for the Coming Age.