If someone had told me that globalist educators were determined to mold our children into a compliant workforce for a New World Order I wouldn’t have believed them. If a friend had warned me that political leaders would use our schools to transform the world into a “global village” held together with the cords of pantheistic oneness and a computerized surveillance system, I might have laughed. How could our elected representatives agree to something so outlandish? That could never happen in America. This was the land of the free! After all, we have our Constitution. No one can take our rights–or our children–from us!
Ten years later my third son started school. By that time, I had read enough textbooks and talked with enough teachers and parents to know that our schools were changing. The more I researched, the more alarmed I became. The foundational goals of education had turned upside-down not only in my community, but across the country and around the world. Socialization–the “right” attitudes, beliefs, and behavior–had replaced academics as the main outcome of education. In spite of the nice-sounding promises, individualism was out; group thinking and universal values were in. The minds of children were being molded through the latest techniques in behavioral psychology.
As planned, all children will be monitored through a national computerized data transmission system designed to build a permanent, personal file on every child. No one will be safe from the watchful eyes and controlling arms of the new system — not children taught at home or in private schools, not their parents, not anyone.
This transformation transcends political as well as national lines. The main body of President Clinton’s massive education law, Goals 2000, was first drafted by Education Secretary Lamar Alexander during the Bush Administration and introduced to the public in 1991 as America 2000. The two, Goals 2000 and America 2000, are essentially the same “outcome-based” system. Today, many of its functions and proposals have been transferred into private, non-governmental groups or merged with the Department of Labor and the Department of Health and Human Services. This makes sense, since the strategies for molding the global workforce stress mental and emotional “health”, not factual learning.
It is impossible to summarize the worldwide educational agenda in a few pages. You wouldn’t believe me. That is why I wrote this book. But before you start reading it, let me give you some helpful suggestions:
First, preview the Chronology of Events in the back of the book. It will clarify the globalist agenda and show the steps that brought us to the dawning of an international education system.
Second, scan theGlossary. It defines and explains new words and concepts that are part of educational restructuring. These words will be highlighted when you first meet them in the chapters of the book. Their true meanings may surprise you.
Third, look for answers to the questions below. Those answers will help you respond wisely to people who, like the proverbial frog, have become so accustomed to the changes that they fail to see the danger signs. They may ask you–
What can be wrong with global oneness?
Don’t we need international education?
Won’t multicultural education build understanding and tolerance?
Why do Higher Order Thinking Skills do the opposite of what they promise?
Teaching environmental consciousness and political activism is essential to creating a better world, isn’t it?
Why shouldn’t the whole community be partners with parents in raising children for the 21st Century?
Fourth, don’t blame the local teachers. They are caught up in a movement they can’t stop. Because their intentions are usually good, they often feel confused or angry when confronted by parents who question their efforts. They simply don’t understand how lessons that seem so good to them could seem so bad to others. As you read, look for practical tools to help them see the difference.
If you are a Christian teacher being pressured to cooperate with the new system, the facts in this book may discourage as well as encourage you. Armed with truth, faith, and the essential facts, you will be ready for your local battle.
Fifth, be alert to the difference between well-meaning local educators and the educational establishment (national and international) who have planned the transformation. The latter call themselves “change agents” and are training an army of like-minded revolutionaries for our local schools.
“We need change agents in charge of those schools, not preservers of entrenched interests and encrusted practices, “wrote Chester Finn, Director of the Educational Excellence Network, who helped former President Bush and Lamar Alexander promote America 2000.
These change agent are trained to twist the rules to win public support. As North Carolina school superintendent Dr. Jim Causby said in his 1994 speech at the Second Annual Model Schools Conference in Atlanta,
“We have actually been given a course in how not to tell the truth. How many of you are administrators? You’ve had that course in public relations where you learn to put the best spin on things.”
To stay ahead of critics, leading educators keep changing the labels. Thus, what many know as OBE or Outcome-Based Education is also called Quality Learning, Total Quality School Restructuring, Performance- or Achievement-based Education…. It doesn’t matter. Whatever the label, it refers primarily to the national/international system that demands specific “outcomes” from students and uses the psychological strategies of Mastery Learning to achieve the planned result. John R. Champlin, a leading change agent, summarized the deceptive plan in the Journal of Quality Education,
“While OBE has become a “tainted” term… many of the significant practices and concepts will continue under another label, one that will not take away even a particle of what a well-conceived, well-managed OBE program offers… We need to learn our lessons well — for keeps this time.”
To sell OBE or to the public, change agents promote it as “local control” and “decentralization.” They are not telling you the truth. As you will see in Chapter 7, what students must learn at the local level will be determined at the national level.
The Little Red Hen. This familiar tale told to first-graders in Pennsylvania shows what happens when old stories are squeezed into the mold of the new paradigm. 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 through 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 the old paradigm, the moral of the story is: you get what you work for. But the new paradigm point is different. 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?”
Later, the concerned mother who heard and reported this story, asked, “What kinds of values were the children taught?” The new story emphasizes love and sharing, but what is missing? How might it confuse a child’s values?
A new mental “framework” is essential to the paradigm shift. But to establish the new, the old patterns must be blurred and broken. Educators know that children who are fed a daily diet of biblical truth will resist their plans for change. They also know that students bombarded with dubious suggestions as well as outright paganism will probably reject Christianity. If schools can build the “right” kind of framework or filter in the minds of children early enough, the new global beliefs will fit right in. In other words, the battle for the hearts of America’s children will be won by the side that first trains children to see reality from its point of view.
While many parents are ignoring the battle, educational change agents have never fought harder. They use an upgraded version of the strategy that Aldous Huxley outlined in Brave New World. Like Huxley’s futuristic fantasy, the rest of this book will show some of the calculated steps toward total social transformation:
Rewrite history to discredit nationalism and promote globalism.
Teach thinking “skills” based on feelings and experience, not facts and reason.
Encourage loyalty to peers and teachers, not family and churches.
Immerse students in global beliefs and values.
Condition students to serve a “greater whole”.
Block opposition to the new global paradigm.
. If schools can build the “right” kind of framework or filter in the minds of children early enough, the new global beliefs will fit right in. In other words, the battle for the hearts of America’s children will be won by the side that first trains children to see reality from its point of view. Rewrite history to discredit nationalism and promote globalism.