Monday, May 05, 2014

Education Ain't What It Should Be (Part 6)





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Thinking Outside the Box at the End of the World
By Paul McGuire
May 5, 2014
NewsWithViews.com

http://www.newswithviews.com/McGuire/paul211.htm
The average person is programmed from birth to think inside of a box. They live under the delusion that they are free and independent thinkers, but they are unable to perceive that their thoughts and beliefs have been manufactured on the cerebral assembly line of what I term the "Mind Factory." Despite minor variations of "The Product," their beliefs are pretty much the same as everyone else’s. In addition, the thoughts and beliefs of the average person have been carefully programmed so they will fit neatly into what Aldous Huxley called "The Scientific Dictatorship." If you doubt the existence of this "Scientific Dictatorship" please keep reading.
The primary manner which is used to program people to think inside of the box is to dumb them down through social engineering, education, and media. Let’s compare the intellectual life of the father of the First Great Awakening, Jonathan Edwards (1668-1759), with the cultural, business, political, and religious leaders of today. Edwards, who had been home schooled, entered Yale College in 1716 at the age of thirteen. He aggressively studied theosophy, science, religion, history, and many other subjects. In his personal notebooks he wrote extensively on subjects like the human mind and atomic theory. Edwards graduated as the valedictorian of his class at Yale at the age of seventeen.
Although Jonathan Edwards was exceptional, the majority of the cultural, business, political, and religious leaders were far more educated in diverse fields than their counterparts are today. Benjamin Franklin was a philosopher, author, political theorist, scientist, inventor and publisher. He was widely regarded as a polymath, which is a term that refers to a "Renaissance Man," one of the world’s great thinkers. Conversely today there has not been one single political leader in over a hundred years who could even remotely be considered one of the world’s great thinkers. Those that are applauded as "deep thinkers," such as Al Gore or Newt Gingrich, are not even in the same league as men like Edwards and Franklin. In contrast to Franklin, the journalists and politicians of today read carefully scripted talking points from teleprompters. So what happened?
George Washington attended only two years of formal schooling in his life.
Abraham Lincoln had only 50 weeks of schooling, and even that was seen by his relatives as a waste of time. In 1840 the rate of complex literacy in the US was incredibly high, between 93 and 100 percent. The Connecticut census showed only one of every 579 people was illiterate. In 1993 the National Adult Literacy Survey reported that one in every five Americans (out of 190 million adults over the age of 16) was illiterate. Today after a series of learning programs like "No Child Left Behind" and "Common Core" the rate of illiteracy is even higher. Teachers are now forced to "teach to the test" where the right brain is overwhelmed with essentially useless facts, dates, and the mindless repetition of official dogma. By deliberately gutting the educational process of art, music, and creativity there is an on-going effort to suppress the development of the right brain. Used properly, the right brain is the place where out of the box thinking happens. Men like Bill Gates and massive corporations push Charter Schools as an alternative. But many of the Charter Schools simply "cherry pick" the best and the brightest from the public schools, which artificially inflates tests scores and creates a quick fix illusion of success.
The invisible elite who control our world decided to use the occult-based science of mind control and social engineering to create a caste or class system of people who would in effect serve them as slaves in what can be termed the Pharaoh god-king system, like the system utilized by ancient Egypt. The powerful international banking families and industrialists such as Rothschild, J.P. Morgan, Carnegie, Mellon, Guggenheim, Vanderbilt, Peabody and Ford created
the Federal Reserve Banking System in 1913. Many of them had direct ties to the Illuminati and decided to restructure both the American and global society using the Luciferian hierarchal organizational flow chart on the back of the U.S. dollar which has an occult pyramid with an all-seeing eye of Lucifer and the words "New World Order" in Latin on the base of the pyramid. This is a blatant Illuminati symbol which illustrates a top-down control system where the bricks on the bottom of the pyramid refer to masses who are programmed to be slaves in this New World Order.
In order to accomplish this goal, the secret elite are employing scientific mind control technology that Aldous Huxley wrote about in Brave New World, and in a talk he gave to a group of neurological scientists in the 1960s Huxley talked about the emerging Scientific Dictatorship where men will be taught and genetically bred to love their slavery. In her excellent article "The Untold History of Modern U.S. Education; The Founding Fathers" (January 17, 2014) by Jamie Lee on Tabublog.com Lee provides an excellent history of education which I have used as a source below. [article is included beneath this article]
In the early 1900s John D. Rockefeller amassed the equivalent of $663 billion in today’s dollars to establish foundations and think tanks to help implement this scientific dictatorship. In his first mission statement of the J.D. Rockefeller-endowed General Education Board in 1906, Rockefeller wrote the following:
"In our dreams, people yield themselves with perfect docility (Easy to manage, control and submissive) to our molding hands. The present education conventions of intellectual and character education fade from their minds and unhampered by tradition (Religious, family, moral and patriotic) we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into men of learning or philosophers, or men of science. We have not raised up from them authors, educators, poets or men of letters, great artists, painters, musicians, nor lawyers, doctors, statesmen, politicians, creatures of whom we have ample supply. The task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way."
Rockefeller’s goal was clear: to dumb down children so they could be feudal slaves in the New World Order. Industrialists like Rockefeller created over 50,000 NGOs or Non-Governmental Organizations, and he and other members of the elite used the new science of "Scientific-Social-Engineering" to sell these radical ideas to the American public through the social propaganda campaigns of men like Walter Lipman and Edward Bernays.
Television and radio are important technologies in brainwashing a population and programming people to think inside the box. In 1938 six million Americans were subjected to a scientific brainwashing experiment when Orson Wells broadcast H.G. Wells’ War of the Worlds. Psychologist Hadley Cantril published his findings on the effect of this broadcast in a book The Invasion From Mars: A Study in the Psychology of Panic. Cantril was part of the Princeton Radio University Research Project which was funded by the Rockefeller Foundation and also affiliated with the Rockefeller-created Council on Foreign Relations. Cantril established the Office of Public Opinion Research (OPOR) with television broadcaster Edward R. Murrow where they studied Nazi media propaganda, which was eventually used in the setting up of network television. I deal with this extensively in my book A Prophecy of the Future of America.
According to researcher Herbert Krugman, when a person watches television brain activity switches from the left brain to the right brain. The left brain is the center of logical thought and critical analysis and the right brain, when exposed to television, accepts data in a passive and receptive mode. This is different than using the right brain for out of the box thinking. The difference is that alpha waves pouring out of the television release endorphins and endogenous opiates, creating a kind of passive euphoria; a person can become addicted to television and receptive to programming.
That is why people watching television often have that glazed look…the same glazed look that most Americans have when you meet them in the supermarkets, shopping malls, and the churches. People are dumbed down not only due to the content but by a shift in consciousness which comes when we watch television. The dumbing down of Humanity is represented by another shift which occurs in the brain when we watch television. Activity in the higher brain regions, such as the neo-cortex is reduced while activity in the lower brain regions increases. Edward Bernays, who was hired by President Woodrow Wilson to get the American public to support the war against Germany, wrote in his 1928 book Propaganda that "The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country."
Despite all the knee-jerk reactions from dumbed down journalists and people who shriek the words "conspiracy theory" on cue every time any idea is presented to them that is outside the box, the documented historical research is quite clear that there is an invisible government that uses scientific mind control which is the ruling power of our country. It does not matter what the programmed and robotic journalists, political leaders, college professors, and religious leaders say; they have not done their research, or if they have they are paid well not to tell the truth in public.
In his book, The Great Technology (1933), Harold Rugg outlined the plan to program minds:
"A new public mind is to be created. How? Only by creating tens of millions of individual minds and welding them into a new social mind. Old stereotypes must be broken up and ‘new climates of opinion’ formed in the neighborhoods of America. Through the schools of the world we shall disseminate a new conception of government—one that will embrace all the activities of men, one that will postulate the need of scientific control…in the interest of all people."
This scientific mind control goes all the way back to Prussia in 1819, where they used the scientific discoveries of Pavlov, the father of what was known as "operant conditioning." Pavlov taught dogs to salivate in expectation of food by the mere ringing of a bell. The concept of the Pavlovian bell-ringing each hour of class comes from his theories on conditioning.
Prussia established a three-tiered educational system that was considered "scientific" in nature. Work began in 1807 and the system was in place by 1819. An important component of the Prussian system was how it defined for the child what was to be learned, what was to be thought, how long to think about it, and when a child was to be allowed to think of something else.
In 1814, Edward Everett was the first American to go to Prussia for a Doctorate in Philosophy, or PhD. During the next 30 years Americans went to Germany to earn degrees (degrees are a German invention). Those who earned degrees in Germany came back to the United States and controlled all the major universities. They promoted the concept that "the state is the father of children" and not the biological father. This was the beginning of the "It Takes a Village to Raise a Child" concept where the collective or the state replaces the family unit. This is also why there has been a highly orchestrated and strategic movement to destroy the family unit through media, education and political programs and why authentic Christianity has been targeted as an enemy of the state.
William Wirt, the school superintendent in Gary, Indiana was hired to implement a new educational program that would train children to be non-thinking workers. The Jewish immigrants whose children were targeted for this social engineering program saw it for what it was and riots broke out. William Wirt had a change of heart and began to publicly speak out about the conspiracy to bring about a controlled state in the hands of very powerful people. Mysteriously, Wirt was committed to an insane asylum and died two years later.
On 10/18/1951 Congressional representative John T. Wood (Idaho) added these remarks in the Congressional record’s Report to the American People on UNESCO (United Nations for Education, Science and Culture Organization) :"UNESCO’s (UNESCO was founded by Aldous Huxley’s brother Julian Huxley as a global institution to control education in every nation) scheme to pervert public education appears in a series of nine volumes, titled ‘Toward Understanding’ which presume to instruct kindergarten and elementary grade teachers in the fine art of preparing our youngsters for the day when their first loyalty will be to a world government, of which the United States will form but an administrative part…
The program is quite specific. The teacher is to begin by eliminating any and all words, phrases, descriptions, pictures, maps, classroom material or teaching methods of a sort causing his pupils to feel or express a particular love for, or loyalty to, the United States of America. Children exhibiting such prejudice as a result of prior home influence – UNESCO calls it outgrowth of the narrow family spirit – are to be dealt an abundant measure of counter propaganda at the earliest possible age. Booklet V, on page 9, advises the teacher that:
‘The kindergarten or infant school has a significant part to play in the child’s education. Not only can it correct many of the errors of home training, but it can also prepare the child for membership, at about the age of seven, in a group of his own age and habits – the first of many such social identifications that he must achieve on his way to membership in the world society.’"
The Robot Journalists and religious leaders of our time who ridicule the reality of a conspiracy theory are either ignorant or paid to suppress the truth.
John Dewey (1859-1952), who was trained in Russia, is called the "Father of the progressive education movement." Dewey’s goal was to transform public schools into indoctrination centers to dumb down students, who could then be controlled by the elite. He promoted "Group think" and the socialist idea of the collective. The role of the individual mind and thinking outside of the box was to be destroyed.
Dewey promoted the group or the collective, rather than the teacher, as the main source of social control in the schools. Terms like "team building" and "consensus building" and control mechanisms like Total Quality Management (TMQ) are all designed to destroy out of the box thinking by elevating fitting into a team over actual accomplishment or achievement. Social engineering and fitting into the prescribed norm of the group or team becomes more important than real innovation and academic skills. All of this is high-level societal programming. It is evident in politics and in corporations and in the Church. For example the Seeker Friendly Church actually targets strong independent thinkers for destruction by demonizing them as ego-centric leaders. The Seeker Friendly model is based on the socialist collectivist thinking of Karl Marx and John Dewey and it is in stark contrast to the Biblical model where Moses, Abraham, Joshua, Caleb, the Apostle Paul, and Jesus Christ all exemplified strong leadership which went against the consensus or team. In fact, the "Group Think" and team thinking of the children of Israel caused God to curse them and they wandered for 40 years in the wilderness. Joshua and Caleb refuted the "group think" which through consensus developed the false idea that they could not take the Promised Land. Their consensus was an "evil report" and Joshua and Caleb, who today would have been accused of "ego-centric leadership", criticized the group think and had a "good report."
In 1954, a special Congressional Committee called the Reece Committee, whose research director was Norman Dowd, uncovered a plot to control the population through education and oligarchic collectivism beginning in 1933. According to Dodd, who referenced a book called The Turning of the Tides the goal was to install a centralized World Government.
The basis for modern education today is built on the "Pavlovian conditioned reflex theory" developed by Dr. B.F. Skinner, the Father of Behavioral Psychology. Dr. Skinner believed that the environment, through the technology of total social control could change people’s behavior and create Utopia on Earth. Skinner did not believe in freedom, which he thought was an illusion, and he developed what was called the "operant conditioning chamber" or Skinner Box and he even placed his young daughter to be raised in regular intervals inside this box.
The take away from all this is that you have been programmed through sophisticated social engineering to think inside of the box. The only way you can find freedom is learn how to think outside the box, for truth does not exist inside the box. The box is a virtual world and a matrix of artificially created man-made ideas that are designed to transform you from a man or woman into a compliant robot.
However there is one thing that "The Programmers" did not understand. In their lust to be gods, their pride deceived them into thinking they knew everything and the reality is that they don’t. They do not understand that their knowledge is finite and powerful firewalls have been created in their own consciousness that limit the degree of their power. In other words, they are on a leash.
Secondly, every single person who seeks after the truth will discover that in the interior of their being exist apps just like the apps on your cell phone. However, the apps inside your mind and soul must be activated in order to work. There is only one way to activate these apps and that is to make a request to the "Creator of the Apps" to activate them. This requires acknowledgment of the Creator’s existence and your sincere desire to receive the activation. Once that is done the apps light up inside of you along with downloadable instructions about the precise way to access the truth. You must follow the instructions carefully. When you do this you will be set free by the Truth and your mind will be set free to think outside the box. Nothing can stop it. Happy flying!
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© 2014 Paul McGuire - All Rights Reserved
Paul McGuire: radio talk show host, author, feature film producer and television commentator. Paul McGuire is the author of 22 books, such as the best-selling, The Day the Dollar Died and Are You Ready for the Microchip? Paul is the host of the syndicated television show, The Paul McGuire Report. Paul McGuire hosted the nationally syndicated talk radio show, "The Paul McGuire Show" for 10 years. Paul McGuire is a television commentator and has been a frequent guest on the Fox News Network and CNN.
Paul is the producer of two science fiction films in Hollywood. The History Channel did a 2-hour special with Paul McGuire entitled Seven Signs of the Apocalypse. Paul has interviewed numerous world leaders, Presidents and Prime Ministers. Paul lives in Los Angeles, California.
At fifteen years old, Paul was demonstrating with radical activist Abbie Hoffman and made an honorary member of the Black Panther Party. However, while studying Altered States of Consciousness at the University of Missouri, Paul had a miraculous experience hitchhiking in a remote area similar to the movie Field of Dreams. Paul re-thought his socialist and humanist world view and rejected it as completely false. Paul has devoted his life to communicating truth to people.
Website: PaulMcGuire.org
E-Mail: newmediavoice@aol.com
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The Untold History of Modern U.S. Education; The Founding Fathers
By Jamie Lee
January 17, 2014
http://tabublog.com/2014/01/17/the-untold-history-of-modern-u-s-education-the-founding-fathers-2/
"Education must also train one for quick, resolute and effective thinking. To think incisively and to think for one’s self is very difficult. We are prone to let our mental life become invaded by legions of half-truths, prejudices, and propaganda. At this point, I often wonder whether education is fulfilling its purpose.
A great majority of the so called educated people do not think logically or scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us the objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education.
Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction. The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society.
The most dangerous criminal may be the man gifted with reason, but with no morals."
~ Martin Luther King Jr.

Compared to 40 other modernized countries, the United States currently ranks 17th in literacy, 17th in math, 21st in science out of 40 according to the recent report put out by the Organization for Economic Co-Operation and Development (OECD). The United States has fallen to rank 49th in life expectancy of 120 countries while maintaining the dubious rank of being number one in incarcerations, military spending, childhood obesity, hours of television watched, student debt and the highest national debt any country has ever incurred in history.
These continual poor performance rankings persist despite spending more on education than any other country with the exception of Switzerland, who ranks in the top five in education.
Currently, only 64% of students who begin college graduate within six years. Those who do graduate have collectively amassed over one trillion dollars in long term student debt. It is of no surprise that over 72% of students who have finished college in the past three years have moved back in with their parents. Additionally, young adults between the ages of 18-26 also have the highest unemployment rate in this country putting further strain on middle class families.
The U.S. tops the world list in 2010 in spending $860 Billion dollars on public education which is a 30% increase from the $660.5 Billion spent in 2000. All of this increase has come from the Federal level while in the same period state and local government spending has been relatively flat, between $28-29 Billion per year. So if hundreds of billions has been spent on public education over the past decade by our Federal government then why are schools so desperately in need of more funds and we are seeing staff size being reduced across the country in our public schools?
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Much of the blame for the failure in our public schools has been unfairly placed on local staff and educators. What few outside the public school system realize is that more and more of what material the educators can teach and how they must instruct to achieve standardized national test scoring is tied to the schools receiving critical funding each and every year.
School administrators spend copious amounts of time and energies applying for grants and reviewing, comprehending and complying with yearly changes in federal and state codes and regulations while annually having to pink slip staff each Spring not knowing how much funding will be cut the following school year.
Since 2004, federally directed programs like President Bush Jr.’s "No Child Left Behind" (NCLB) and President Obama’s "Race to the Top" (RTTT) have married critical public school funding to school average test score performances. The governments stated goals of these programs was to get a national standardized education performance system in place set to a standard benchmark as well as to develop a one-size-fits all nationalized education system so that if a family relocated to another state the curriculum and testing would be equalized and consistent.
Teachers and administrators across the nation who fall below this federally mandated benchmark and then fail to show significant improvement in their schools annual yearly performance are threatened with the loss of their jobs and reduced school funding. The benchmark set by NCLB was determined by a formula known as Adequate Yearly Progress (AYP). By 2010 the national failure rate was over 50% with Florida ranking the worst at 89% and California towards the low end at a 26% failure rate. Principals and teachers were put on notice that if the numbers did not come up to benchmark standard, their jobs could be in jeopardy.
While public media hails each new Presidential educational initiative, over the past few years our public schools are quietly being foisted with a new business global educational "product" called Common Core (CC). Common Core is a subsidiary of Core International, a publicly traded (only on the India Stock Exchange) IT tech company based out of India. Over the past five years CORE International has been the fastest growing company in India with an amazing annualized 52% growth rate in net income.
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Very few have any idea how our modern public educational system was born as to who drafted, funded and designed our current education system and what their stated plans and goals were for public education. Many feel that given the amount of money we spend on public schools that we should be producing much higher quality students that are equal to, or superior to, education in other countries. Yet that was never the intention of the original framers of our education system, as you will read below. In fact the system is working exactly as these few men of enormous wealth had planned it all out nearly a century ago.
"In our dreams, people yield themselves with perfect docility to our molding hands. The present education conventions of intellectual and character education fade from their minds and unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into men of learning or philosophers, or men of science. We have not to raise up from them authors, educators, poets or men of letters, great artists, painters, musicians, nor lawyers, doctors, statesmen, politicians, creatures of whom we have ample supply. The task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way."
~ First mission statement of the J.D. Rockefeller-endowed General Education Board in 1906
In the dawn of the 20th century a revolutionary new Industrialized Society was in the process of forming. Only a very few men began to make vast fortunes in the fields of coal, steam, oil, transportation and finance as Man’s ability to mass harvest Nature’s resources through advancing technological engineering created overnight Oligarchists.
No one amassed more wealth more quickly than J.D. Rockeller through his oil interests. In the early 1900’s he amassed the equivalent of $663 billion in today’s dollars. Other emergent industrialists created great wealth for themselves with legendary names like J.P. Morgan, Carnegie, Mellon, Guggenheim, Vanderbilt, Peabody and Ford. Today we know them by the foundations they created, totaling over $550 Billion in todays dollars, and by their vast corporate holdings and businesses (Chase Bank, Ford Motor Company, J.P. Morgan Bank, Rockefeller Center, Carnegie Hall, etc.).
With their incredible sudden wealth also came enormous tax bills. Their solution was to create for themselves, with the help of bought politicians, tax-exempt non-profit organizations or NGO’s. In 1900, there were 21 corporate NGO’s and by 1990, some 50,000 had spawned. Through the creation of the NGO’s not only could they shelter wealth but were also able develop a new science called "Scientific-Social Engineering" to influence federal, state and local politicians and the public at large for their own wishes,desires and needs.
Through newly created social propaganda campaigns, created by the likes of Walter Lipmann and Edward Bernays, the Fathers of Marketing and Propaganda respectively, they were able to regularly sell the public at will on the idea that their NGO’s were solely philanthropic and for the good of all.
In his book, "PR! A Social History of Spin", Stewart Ewen writes:
"Novel strategies of social management and the conviction that a technical elite might be able to engineer social order were becoming attractive…Accompanying a democratic current of social analysis that sought to educate the public at large, another – more cabalistic – tradition of social-scientific thought was emerging, one that saw the study of society as a tool by which a technocratic elite could help serve the interests of vested power."
These ‘Titans of Industry’, as the PR men dubbed them, were at the top and the planned to stay at the top for generations to come. Their strategy was to keep the working middle class from ever rising to power through controlling of the public education systems in the United States. When you are at the top you spend a lot of time and money making sure you stay at the top and the last things these Robber Barons would allow is for the uprising of the middle class into their hierarchy.
With such large controlling wealth through their foundations came a resilient web of many useful ‘friends’ in the politically arena and in business. With connections in banking, Wall Street, law firms, media executives and proprietors along with behind the scenes PR firms they could ensure any type publicity and financial backing they wished including the masking of their true agendas. Through the largess of their foundations the Rockefellers, Carnegie, Mellon, Vanderbilt, Morgan and Guggenheim Foundations colluded to begin the process of designing our current public education system
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"The ability to deal with people is as purchasable a commodity as sugar or coffee and I will pay more for that ability than for any other under the sun". John D. Rockefeller

In 1905 J.D. Rockefeller kick-started the creation of the General Education Board (GEB). Rockefeller alone, with 1905 dollars, initially gifted $1 million dollars, then increased it to $10 million in 1907, later a further sum of $32 million and through subsequent decades granted some $7.5 billion. With significant money buys significant influence and loyalty.
In 1913, the Sixty-Second Congress created a commission to investigate the role of these newly created NGO foundations. The commission after a year of testimony concluded:
"The domination of men in whose hands the final control of a large part of American industry rests is not limited to their employees, but is being rapidly extended to control the education and social services of the nation. The giant foundation exercises enormous power through direct use of its funds, free of any statutory entanglements so they can be directed precisely to the levers of a situation; this power, however, is substantially increased by building collateral alliances which insulate it from criticism and scrutiny."
The Guggenheim Foundation agreed to award fellowships to historians recommended by the Carnegie Endowment. Gradually, through the 1920′s, they assembled a group of twenty promising young academics, and took them to London. There they briefed them on what was expected of them when they became professors of American history. That twenty were the nucleus of what was eventually to become the American Historical Association. The Guggenheim Foundation also endowed the American Historical Association with $400,000 at that time.
By 1950 the Rockefeller Foundation endowed Columbia Teachers College in New York City, formerly named the Russell’s Teacher College, produced one-third of all presidents of teacher-training institutions, one-fifth of all American public school teachers, and one-quarter of all superintendents.
J.D Rockefeller and family additionally funded and founded the University of Chicago, Rockefeller University (which focused on offering only postgraduate and postdoctoral education), the Rockefeller Institute for Medical Research, Johns Hopkins School of Public Health, Harvard School of Public Health as well as the Rockefeller University Press.
They also controlled, and continue to maintain ownership control in, school textbook companies and scholastic literature copy rights used in the public school systems thus being able to direct the historical narrative used in schools through Guggenheims American Historical Society.
Additionally, through use of political favors and influence as well as the structuring of public educational taxes through property ownership, these few NGO Foundations were able to mold educational policy and control the flow of funds to school districts and community colleges at the Federal levels.
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"For more than a century ideological extremists at either end of the political spectrum have seized upon well-publicized incidents such as my encounter with Castro to attack the Rockefeller family for the inordinate influence they claim we wield over American political and economic institutions. Some even believe we are part of a secret cabal working against the best interests of the United States, characterizing my family and me as ‘internationalists’ and of conspiring with others around the world to build a more integrated global political and economic structure–one world, if you will. If that’s the charge, I stand guilty, and I am proud of it." David Rockefeller from his autobiography entitled "Memoirs" pgs. 404 & 405.
At the same time as Henry Ford was developing the assembly line for mass quantity automobile production, J.D. Rockefeller was extracting and selling ever greater quantities of oil to be used in automobiles. It is a little known fact, possibly due to Rockefeller’s influence as to our U.S. history, that the first Model A’s and T’s that came off the Ford assembly lines had a simple switch where the autos could run on either alcohol or gasoline. This was because at the time, in the early 1900′s, we were and Agrarian Society, with few gas stations across the country. Ford’s cars allowed drivers to be able to get alcohol fuel from farms across the country.
When J.D. Rockefeller could not convince Mr. Ford to produce his cars to run only on oil, he along with Joseph Kennedy, (JFK and RFK’s Father) manufactured the era of Prohibition in the 1920′s so that every new car would be forced to run on his oil and he used his newly created PR firms to sell the country that Prohibition was solely a social issue.
In 1936, Rockefeller’s Standard Oil of California, Firestone Tires, General Motors and Mack Trucks created the fictitious "United Cities Motor Transport Company" which succeeded in buying up most electric trains in cities from Seattle to Philadelphia so that everyone would then have to use personal automobiles for transportation. (A good documentary of this revisionist history can be found in the movie "Taken For A Ride".)
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"The power of the individual large foundation is enormous. Its various forms of patronage carry with them elements of thought control. It exerts immense influence on educator, educational processes, and educational institutions. It is capable of invisible coercion. It can materially predetermine the development of social and political concepts, academic opinion, thought leadership, public opinion.
The power to influence national policy is amplified tremendously when foundations act in concert. There is such a concentration of foundation power in the United States, operating in education and the social sciences, with a gigantic aggregate of capital and income. This Interlock has some of the characteristics of an intellectual cartel. It operates in part through certain intermediary organizations supported by the foundations. It has ramifications in almost every phase of education." John Taylor Gatto, author of "The Underground History of Education" and Thrice NY Teacher of the Year
In 1954, a special Congressional Committee investigated the interlocking web of tax-exempt foundations to see what impact their grants were having on the American people. The Reece Committee, as it became known, stumbled onto the fact that some of these foundations had embarked upon a gigantic project to rewrite American history and incorporate it into new school text books.
Norman Dodd, the Reece committee’s research director, found, in the archives of the Carnegie Endowment for International Peace, the following remarkable statement of purpose:
"The only way to maintain control of the population was to obtain control of the education in the U.S. They realized this was a prodigious task so they approached the Rockefeller Foundation with the suggestion that they go in tandem so the portion of education which could be considered domestically oriented would be taken over by the Rockefeller Foundation, and the portion which was oriented to international matters be taken over by the Carnegie Endowment."
Dodd proceeded to show that the Ford Foundation, Rockefeller Foundation, and Carnegie Endowment were using funds excessively on projects at Columbia, Harvard, Chicago University and the University of California, in order to enable oligarchical collectivism.
Dodd further stated:
"The purported deterioration in scholarship and in the techniques of teaching which, lately, has attracted the attention of the American public, has apparently been caused primarily by a premature effort to reduce our meager knowledge of social phenomena to the level of an applied science." Mr. Dodd’s research staff had discovered that in 1933-1936, a change took place which was so drastic as to constitute a revolution."
The Reece Commission also indicated conclusively that:
· The responsibility for the economic welfare of the American people had been transferred heavily to the Executive Branch of the Federal Government
· That a corresponding change in education had taken place from an impetus outside the local community
· That this "revolution" had occurred without violence and with the full consent of an overwhelming majority of the electorate.
Mr. Dodd stated that this revolution "could not have occurred peacefully or with the consent of the majority, unless education in the United States had been prepared in advance to endorse it."
According to Mr. Dodd, grants given to these Foundations had been used for:
Training individuals and servicing agencies to render advice to the Executive branch of the Federal Government.
Directing education in the United States toward an international view-point and discrediting the traditions to which it (formerly) had been dedicated.
Decreasing the dependency of education upon the resources of the local community and freeing it from many of the natural safeguards inherent in this American tradition.
Changing both school and college curricula to the point where they sometimes denied the principles underlying the American way of life.
Financing experiments designed to determine the most effective means by which education could be pressed into service of a political nature."
Mr. Dodd cited a book called "The Turning of the Tides", which documented the literature from various tax-exempt foundations and organizations like UNESCO, showing that they wished to install a centralized World Government.
The Reece Commission quickly ran into a buzzsaw of opposition from influential centers of American corporate life. Major national newspapers hurled scathing criticisms, which, together with pressure from other potent political adversaries, forced the committee to disband prematurely without action.
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Additionally, in 1951, Hon. John T. Wood (Idaho), House of Representatives, added these remarks in the Congressional record on the Report to the American People on UNESCO (United Nations for Education, Science and Culture Organization). From the Congressional Record, Proceedings and Debates of the 82nd Congress, First Session on Thursday, October 18, 1951:
"UNESCO’s scheme to pervert public education appears in a series of nine volumes, titled ‘Toward Understanding’ which presume to instruct kindergarten and elementary grade teachers in the fine art of preparing our youngsters for the day when their first loyalty will be to a world government, of which the United States will form but an administrative part…
The program is quite specific. The teacher is to begin by eliminating any and all words, phrases, descriptions, pictures, maps, classroom material or teaching methods of a sort causing his pupils to feel or express a particular love for, or loyalty to, the United States of America. Children exhibiting such prejudice as a result of prior home influence – UNESCO calls it outgrowth of the narrow family spirit – are to be dealt an abundant measure of counter propaganda at the earliest possible age. Booklet V, on page 9, advises the teacher that:
‘The kindergarten or infant school has a significant part to play in the child’s education. Not only can it correct many of the errors of home training, but it can also prepare the child for membership, at about the age of seven, in a group of his own age and habits – the first of many such social identifications that he must achieve on his way to membership in the world society.’"
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"Schools were designed by Horace Mann and others to be instruments of the scientific management of a mass population." John Taylor Gatto author of "Weapons of Mass Education".

The advent of compulsory education in the United States originated out of Prussia, which was within the area of modern Germany today. The Prussian Monarchy divided the education system into three groups: those who were to make policy: those who would assist the policy makers, the engineers, doctors, lawyers and architects; and the rest would be the common laborers.
Using the basic philosophy prescribing the "duties of the state," combined with John Locke’s view (1690) that "children are a blank slate" and lessons from Rousseau on how to "write on the slate," Prussia established a three-tiered educational system that was considered "scientific" in nature. Work began in 1807 and the system was in place by 1819. An important component of the Prussian system was how it defined for the child what was to be learned, what was to be thought, how long to think about it and when a child was to be allowed to think of something else. (This is where the Pavlovian bell-ringing each hour of class time comes from in our current school system.)
In 1814, Edward Everett was the first American to go to Prussia for Doctorate in Philosophy or PhD. He eventually became governor of Massachusetts. During the next 30 years or so, a line of American dignitaries went to Germany to earn degrees (a German invention). Horace Mann, instrumental in the development of educational systems in America, was among them. Those who earned degrees in Germany came back to the United States and staffed all the major universities. In 1850, Massachusetts and New York utilized the Prussian system, as well as promoted the concept that "the state is the father of children."
Horace Mann’s sister, Elizabeth Peabody (Peabody Foundation) saw to it that, after the Civil War, the Prussian system (taught in the Northern states) was integrated into the conquered South between 1865 and 1918. Most of the "compulsory schooling" laws designed to implement the system were passed by 1900. By 1900, all the PhD’s in the United States were trained in Prussia. This project also meant that one-room schoolhouses had to go, for it fostered independence. They were eventually wiped out.
In 1890, Carnegie wrote a series of essays called "The Gospel of Wrath", in which he claimed that the capitalistic free-enterprise system was dead in the United States by the Carnegie, Rockefeller and Morgans. It was about 1917 that the great "Red Scare" was instituted in the U.S. in part to set up a reactionary movement intended to get the public to accept the idea of compulsory schooling – Prussian compulsory schooling!
The implementation of the German educational nightmare in the United States met some initial resistance. In Carnegie’s home town of Gary, Indiana, the system was implemented between 1910 and 1916, mostly through the efforts of William Wirt, the school superintendent. It involved no academic endeavor whatsoever. It worked so well in supplying willing workers for the steel mills that it was decided by Carnegie to bring the system to New York City. In 1917, they initiated a program in New York in 12 schools, with the objective of enlarging the program to encompass 100 schools and eventually all the schools in New York. William Wirt came to supervise the transition.
Unfortunately for Carnegie, the population of the 12 schools was predominantly composed of Jewish immigrants, who innately recognized what was being done and the nature of the new "educational system." Three weeks of riots followed, and editorials in the New York Times were very critical of the plan. Over 200 Jewish school children were thrown in jail. The whole political structure of New York that had tried this scheme were then thrown out of office during the next election. A book describing this scenario, "The Great School Wars," was written by Diane Ravitch. Curiously, William Wirt was committed to an insane asylum around 1930, after making public speeches about his part in a large conspiracy to bring about a controlled state in the hands of certain people. He died two years later.
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"We view with alarm the activity of the Carnegie and Rockefeller Foundations—agencies not in any way responsible to the people—in their efforts to control the policies of our State educational institutions, to fashion after their conception and to standardize our courses of study, and to surround the institutions with conditions which menace true academic freedom and defeat the primary purpose of democracy as heretofore preserved inviolate in our common schools, normal schools, and universities." National Education Association meeting, 1913

Another great influence on how public education would be directed was John Dewey (1859-1952), known as the "Father of the progressive education movement" and a great influence with the powerful National Education Association (NEA). Mr. Dewey’s progressive model of active learning or pragmatism promoted a revolt against abstract learning and attempted to make education an effective tool for integrating culture and vocation. Dewey was responsible for developing a philosophical approach to education called "experimentalism" which saw education as the basis for democracy. His goal was to turn public schools into indoctrination centers to develop a socialized population that could adapt to an egalitarian state operated by the intellectual elite.
Thinking for Dewey was a collective phenomenon. Disavowing the role of the individual mind in achieving technological and social progress, Dewey promoted the group, rather than the teacher, as the main source of social control in the schools. Denying the ideas of universal principles, natural law, and natural rights, Dewey emphasized social values and taught that life adjustment is more important than academic skills.
In his book,The Great Technology (1933), Harold Rugg elucidated the grand vision:
"A new public mind is to be created. How? Only by creating tens of millions of individual minds and welding them into a new social mind. Old stereotypes must be broken up and ‘new climates of opinion’ formed in the neighborhoods of America.
Through the schools of the world we shall disseminate a new conception of government—one that will embrace all the activities of men, one that will postulate the need of scientific control…in the interest of all people."
The Rockefeller-endowed Lincoln Experimental School at Columbia Teachers College was the testing ground for Harold Rugg’s series of textbooks, which moved 5 million copies by 1940 and millions more after that. In these books Mr. Rugg advanced this theory: "Education must be used to condition the people to accept social change….The chief function of schools is to plan the future of society." Like many of his activities over three vital decades on the school front, the notions he had put forth in The Great Technology (1933), were eventually translated into practice in urban centers. He advocated that the major task of schools be seen as "indoctrinating" youth, using social "science" as the "core of the school curriculum" to bring about the desired climate of public opinion. Some attitudes Rugg advocated teaching were reconstruction of the national economic system to provide for central controls and an implantation of the attitude that educators as a group were "vastly superior to a priesthood" and to "create swiftly a compact body of minority opinion for the scientific reconstruction of our social order".
Money for Rugg’s six textbooks came from Rockefeller Foundation grants to the Lincoln School. He was paid two salaries by the foundation, one as an educational psychologist for Lincoln, the other as a professor of education at Teachers College, in addition to salaries for secretarial and research services. The General Education Board provided funds (equivalent to $500,000 in year 2000 purchasing power) to produce three books, which were then distributed by the National Education Association.
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In 1960, "UNESCO Convention Against Discrimination" was signed in Paris. This convention laid the groundwork for control of American education, both public and private, by UN agencies and agents disguised to halt discrimination and segregation. In 1960, "Soviet Education Programs: Foundations, Curriculums, Teacher Preparation" was published under the auspices of the US Department of Health, Education and Welfare. It was the blueprint for the US school-to-work restructuring that would take place, and it would rely on the "Pavlovian conditioned reflex theory" developed by Dr. B.F. Skinner, the father of Behavioral Psychology.
Charlotte Thomson Iserbyt, former Senior Policy Advisor in the Office of Educational Research and Improvement (OERI) in the U.S. Department of Education during the Reagan Administration recited in her excellent book, "The Deliberate Dumbing Down of America" a speech Congressmen John M. Ashbrook delivered before Congress on July 18, 1961 entitled, "The Myth of Federal Aid to Education without Control" (Congressional Record: pp. 11868-11880):
"That there was any doubt of the Federal bureaucrats’ intentions in this matter was laid to rest with the discovery of a Health, Education, and Welfare publication, "A Federal Education Agency for the Future", which is a report of the Office of Education, dated April 1961… I feel that its pronouncements are a blueprint for complete domination and direction of our schools from Washington. The publication was not popularly distributed, and there was some difficulty obtaining a copy.
Fifty-six pages of findings contain recommendations which call for more and more Federal participation and control and repeatedly stress the need for Federal activity in formulating educational policies. It recommends a review of teacher preparation, curriculum and textbooks. It calls for an implementation of international educational projects in cooperation with UNESCO in the United Nations and ministries of education abroad". (page 62)
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Between the years of 1967-1974, teacher training was covertly revamped through these original foundations created in the early 1900’s. Working with other private foundations, for-profit global corporations, certain universities, state education departments and the U.S. Department of Education, three critical multi-volume documents were produced. They were called the "Taxonomy of Educational Objectives, Designing Education for the Future and the Behavioral Teacher Education Project" and totaled over 3,000 pages. John Taylor Gatto outlines these three areas of focus:
1) DESIGNING EDUCATION FOR THE FUTURE. They were the collusion with the federal education department and the presumably independent state agencies. They redefined education after the 19th century Germanic fashion (quoting now from the document) "as a means to achieve important economic and social goals for the national character," — and I would hasten to add that none of those goals included the maximum development of your son or daughter. State agencies would henceforth "act as Federal enforcers insuring compliance of local schools with Federal directives". The document proclaimed that (I’m quoting again), "each state education department must be an agent of change" and proclaimed further: "change must be institutionalized". I doubt if an account of this appeared in any newspaper in the state of Vermont or for that matter any newspaper in the country (U.S.). Education departments were (I am quoting a third time) "to lose their identity as well as their authority in order to form a partnership with the Federal Government".
2) The BEHAVIORAL TEACHER EDUCATIONAL PROJECT outlines specific teaching reforms to be forced on the country, unwillingly of course, after 1967. It also sets out, in clear language, the outlook and intent of its invisible creators. Nothing less than quoting again "the impersonal manipulation through schooling of a future America in which few will be able to maintain control over their own opinions", an America in which (quoting again) "each individual receives at birth, a multipurpose identification number which enables employers and other controllers to keep track of their [underlings]", (underlings is my interpretation, everything else came out of the document), "and to expose them to the directors subliminal influence of the state education department and the federal department acting through those whenever necessary".
3) TAXONOMY OF EDUCATIONAL OBJECTIVES, which has, since its publication, spawned a number of descendant forms, like "mastery learning", "outcome based education" and "school to work" business-government-economic projects. Dr. Bloom’s compilation was a tool, (I’m quoting from Dr. Bloom), "a tool to classify the ways individuals are to act, think or feel as the result of participating in some unit of instruction". I would be dubious if any parent in the U.S. would send their children to schools under these auspices if they were thinking people. In this fashion, children would learn proper attitudes and have their improper attitudes (brought from home) remediated. In all stages of the school manipulations testing would be essential to locate the child’s mind on an official continuum.
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In 1972, Dr. Chester M. Pierce, M.D. of Harvard University wrote an article entitled "Becoming Planetary Citizens: A Quest for Meaning," in the November 1972 issue of Childhood Education. Excerpts follow:
"Creative Altruism; In the past forty years social science experimentation has shown that by age five children already have a lot of political attitudes. Regardless of economic or social background, almost every kindergartner has a tenacious loyalty to his country and its leaders. This phenomenon is understandable in the psychological terms of loyalty to a strong father-figure and of the need for security. But a child can enter kindergarten with the same kind of loyalty to the earth as his homeland…"
In 1980, "Schooling for a Global Age" was authored by James Becker. In the preface to Mr. Becker’s book, Professor John Goodlad, who has been at the forefront of implementing a global education system with funding from tax-exempt foundations and federal grants, writes:
"Parents and the general public must be reached also [taught a global perspective]. Otherwise, children and youth enrolled in globally-oriented programs may find themselves in conflict with values assumed in the home. And then the educational institution frequently comes under scrutiny and must pull back."
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In 2006, in an interview with Aaron Russo (producer and director of movies like "The Rose", "Trading Places" and "Wise Guys") relates in his documentary "Freedom to Fascim", how he was courted by the Rockefeller family when he ran for Governor of Nevada in 1998. After a friendship developed he was recruited to join the Council of Foreign Relations (CFR), a private non-profit organization created by the Rockefeller’s in 1921. (Caroll Quigley, Professor of History at Georgetown University and favorite mentor of President Clinton has stated, "The CFR is the American Branch of a society originated in England and believes national boundaries should be obliterated and a one-world rule established." Other members of the CFR have included Presidents Hoover, Truman, Eisenhower, George and G.W. Bush, Jimmy Carter and Bill Clinton to date).
Mr. Russo retells in his documentary the story, as told to him directly by Nick Rockefeller, that the Feminist movement in the 1960′s was manufactured so that women would have to enter the workforce and so that more taxes could be collected with women working, thus having to pay taxes. Additionally, children would then have to be put into day care and pre-schools where indoctrination could begin at a much earlier age. The State could then be seen to the children as part of the family. Interestingly, it was also reported in an article in the Village Voice on May 21, 1979 that Ms. Steinem’s M.S. Magazine was funded by the Ford Foundation and the CIA, towhich the article claims she also a CIA asset.
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In 1998, Rep. Bob Schaffer placed in the Congressional Record an 18-page letter that has become known as Mr. Marc Tucker’s "’Dear Hillary" letter. Mr. Tucker is President of the National Center on Education and the Economy (NCEE) and in this letter he lays out a plan to:
1. Remold the entire American system into a seamless web that literally extends from cradle to grave.
2. Is the same for everyone and is the same system for everyone coordinated by a system of labor market boards at the local, state and federal levels where curriculum and job matching will be handled by counselors accessing the integrated computer-based program."
Mr. Tucker’s ambitious plan was implemented in three laws passed by Congress and signed by President Clinton in 1994: the Goals 2000 Act, the School-to-work Act and the reauthorized Elementary and Secondary Education Act. These laws establish the following mechanisms to restructure the public schools:
Bypass all elected officials on school boards and in state legislatures by making federal funds flow to the Governor and his appointees on workforce development boards.
Use a computer database, a.k.a. "a labor market information system," into which school personnel would scan all information about every schoolchild and his family, identified by the child’s social security number: academic, medical, mental, psychological, behavioral, and interrogations by counselors. The computerized data would be available to the school, the government, and future employers.
Use "national standards" and "national testing" to cement national control of tests, assessments, school honors and rewards, financial aid, and the Certificate of Initial Mastery (CIM), which is designed to replace the high school diploma.

Designed on the German system, the Tucker plans objectives are to train children in specific jobs to serve the workforce and the global economy instead of to educate them so they can make their own life choices.
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We see the actions of our Federal Government continue along this path of taking over the duties of caring and managing children at younger and younger ages. A recently created private public partnership with federal government called "ZERO TO THREE" wants to reach out to children from "cradle to three years of age". On its website the organization describes itself as:
"A national nonprofit organization that provides parents, professionals and policymakers the knowledge and the know-how to nurture early development. Neuroscientists have documented that our earliest days, weeks and months of life are a period of unparalleled growth when trillions of brain cell connections are made. Research and clinical experience also demonstrate that health and development are directly influenced by the quality of care and experiences a child has with his parents and other adults."
"School Readiness Interactive Birth to 3"– "A web-based, interactive learning tool designed to help parents and caregivers support their young child’s early learning. You’ll find age-based information on how children develop the four key skills—language and literacy skills, thinking skills, self-confidence and self-control—that are critical to later school success."
Also, the Center for American Progress (CAP) is receiving a doubling of funding from the Obama Administration. The reason for more funding according to the CAP website is so that:
"All children ages 3 and 4 should be able to voluntarily attend a full-day public preschool program," CAP states. "Preschool should be free for children from families at or below 200 percent of the federal poverty line ($46,100 for a family of four). Children from families above 200 percent of the poverty line should be charged a sliding tuition co-pay, ranging from about 30 percent of the cost to 95 percent of the cost (for families above 400 percent of the poverty line)."
This private public program is being funded extensively by the Soros Foundation and is necessary because, according to Arnie Duncan, Secretary of Education, "the parents will have to be working 2-3 jobs in the future to support their families" (Charlie Rose show interview, March 10, 2009). His vision is that every public school will soon become the hub of every community that he wants to be open 24/7/365 where after school programs are managed by NGO’s and open until 9 p.m.
Additionally he would like to see these ‘hubs of the community’ provide three meals a day to children and offer full care health services. Already we are seeing the implementation of his visions where school enforcement programs like state mandated vaccinations and the providing of fluoridation pills to children are being carried out where profits go to the corporate medical industry as costs are socialized to the people.
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"We are creating the most meaningful reform of school education in a generation designed to fundamentally transform America’s education system" President Barrack Obama

Now, as we enter the "Computer Evolution of Education", we see a mass coordinated roll-out of a global effort to uniform education and mono-mind our children through an internet-based education called "Common Core." Funding from Obama’s "Race to the Top" program require schools to accept the Common Core curriculums.
These products being rolled out globally and nationwide have been designed, written and implemented by the largest technology companies in the world (Google, Apple, Cisco, Texas Instruments, McGraw Hill, Scholastic, Pearson, Houghton Mifflin Harcourt, etc.) through newly created PPP’s just as Obamacare was directed and overseen by Ms. Liz Fowler who is an Executive VP at Wellpoint Inc., the largest HMO in the country.
The largest foundations are also involved with the technological transformation of the public schools globally. Like the behemoth Gates Foundation ($ 65 Billion), Joyce and the omnipresent Rockefeller Foundation. NGO lobby groups like the National Governors Association ( NGA), and the Common Core State Standards Organization (CCSSO), also helped establish the curriculum standards for academic criteria and evaluation to the Common Core Initiative. The NGA and CCSSO, also enjoy sole copyrights to Common Core and retain legal rights to any changes to the CC material.
The build out of Common Core is breathtaking as the business end is being implemented by CORE International. CI’s technology, staffing and security services are already being used in 47 of 50 States as well as the Commonwealth of Great Britain, India, Indonesia, Afghanistan, Australia, Belgium, Canada, Chile, China, Germany, El Salvador, Kenya, Japan, Israel, Mexico, and many other countries. Its own financial website states that its business plans are to be in every country "with a global education plan that reaches children from the cradle through post graduate school".
Here is CORE INT’L’s description of their program directly from the company’s website:
"CORE is a global end-to-end, best-of-breed education solutions provider that aims to transform the education spectrum encompassing Pre-K, K-12, Higher Education and Technical Career Education. CORE strives to improve the quality of human capital as well as the global learning ecosystem through innovation in order to produce better educational outcomes. CORE’s operations span multiple geographies globally, with its primary focus being the United States, the United Kingdom and India, and with additional operations in Asia Pacific, Africa, the Caribbean and the Middle East."
Aside from referring to our children as "human capital", their businesses models include the control in the hiring and evaluating of teachers and administrators, designing and creating computer-based education, evaluating academic testing and scoring, the providing of a program known as "Secure Schools" as well subcontracting to provide school healthcare services.
We will address more fully the business end of the Common Core in the United States in Part II. In Part III we will look into the globalization of our education system through the one-size-fits all "Education for All" agenda being sanctioned through the United Nations and Agenda 21 based on Common Core standards and largely funded by with U.S. taxpayer dollars.
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References:
Arne Duncan on Charlie Rose (7 min.)
the Prussian P.H.D. (9 min.)
http://www.youtube.com/watch?v=HZp7eVJNJuw
1 Hr. Full History of Education by John Taylor Gatto
http://www.youtube.com/watch?v=vL5BFK539-I
.PDF Underground History of American Education System by John Taylor Gatto
http://johntaylorgatto.com/chapters/index.htm
Aaron Russo, interview about Rockefellers
http://www.youtube.com/watch?v=zCpjmvaIgNA
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UN – "Education For All"; The Elite Mono-Minding Global Plans for All Children
by Jamie Lee
March 5, 2014
A really efficient totalitarian state would be one in which the all-powerful executive of political bosses and their army of managers control a population of slaves who do not have to be coerced, because they love their servitude. To make them love it is the task assigned, in present-day totalitarian states, to ministries of propaganda, newspaper editors and schoolteachers"… Most men and women will grow up to love their servitude and will never dream of revolution…"
- Aldus Huxley, Brave New World.


The philosophy in the school room in one generation will become the philosophy of government in the next. — Abraham Lincoln
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The two previous essays titled, "The Untold History of U.S. Modern Education; The Founding Fathers" and "Common Core; The Business Side of the Global Education Agenda covered how the United States education system was designed and funded by the wealthy elite Robber Barron’s of the early 20th century and continue to have ever greater influence in the way our children are being educated.
The implementation of the new global education agenda uses the Common Core curriculum in public schools to get students away from traditional classroom education instruction and instead learning will come primarily from computers for their educational needs throughout our public schools. Common Core is based around "the greatest change in education in decades", according to President Obama.
This essay, Part III, covers the global education corporation known as CORE International where big business is funneling their products and services through. Also discussed is the United Nations "Education for All" agenda.
CORE works glove in hand with the United Nations and not-so-coincidentally dovetails with the same folks who are aggressively implementing their Agenda 21, TPP and ALEC plans for stated global uniformity and compliance to a one world order. CORE has been the fastest growing company in India for the past three years with over 40% growth per annum.
CORE International is already operating in over 30 country’s throughout Europe and Asia as of the end of 2013, but not more so than in the United States and England.
CORE INTERNATIONAL; Headquarters: Punjab, India. From their Annual Financial Report Introduction:

"CORE is a global end-to-end, best-of-breed education solutions provider that aims to transform the education spectrum encompassing Pre-K, K-12, Higher Education and Technical Career Education. CORE strives to improve the quality of human capital as well as the global learning ecosystem through innovation in order to produce better educational outcomes. CORE’s operations span multiple geographies globally, with its primary focus being the United States, the United Kingdom and India, and with additional operations in Asia Pacific, Africa, the Caribbean and the Middle East."
"Core continued its strong growth momentum, in spite of global slowdown. During the financial year, the company’s revenue grew by an impressive 50.1% to `16,379 million ($16.3 billion), eBITDA by 60% to `6,258 million and PAT by 44% to`3,231 million."
CORE is a global end-to-end, best-of-breed education solutions provider that aims to transform the education spectrum encompassing Pre-K, K-12, Higher Education and Technical Career Education. CORE strives to improve the quality of human capital as well as the global learning ecosystem through innovation in order to produce better educational outcomes. CORE’s operations span multiple geographies globally, with its primary focus being the United States, the United Kingdom and India, and with additional operations in Asia Pacific, Africa, the Caribbean and the Middle East.
Listed on the BSE & NSE with a market cap of about $700 million and rated The Fastest Growing IT Company in India, CORE Education and Technologies Ltd. is a CMMi Level5 & ISO 9001 certified organization, achieving substantial growth year after year:
Founded in 2003
Corporate Headquarters at Mumbai, India
International Headquarters at Atlanta, GA USA and London, UK
Global presence: Serving 12 States in India, 46 States in the US, 40 Institutions in UK, 8 African and 3 Caribbean Nations
Approximately 1200 employees worldwide
Exhaustive range of products and solutions spanning across all stages of education – K12, higher education and technical career training courses
CORE International was originally founded as an IT company but quickly transformed into the premier corporate vehicle for the likes of Google, Apple and the Bill and Melinda Gates Foundation to implement a technology based learning system.
CORE International wants to control every facet of education from what teachers are hired to the biometric monitoring of students and "psycho-metric" monitoring of teachers. Testing will be graded off-site from schools as well as teacher evaluations based on how well they adopt the Common Core standards in their classrooms. Presumably, those teachers and administrators who do not adopt the CC standards would not be retained.
In nearly every business the greatest expense to the net bottom line is in human resources expense. By taking over the classroom through computer based education, teachers will become nothing more than glorified hall monitors of their students education, if big business and the global elite have their way.
Here are a few of CORE Internationals educational services they already have in place in school districts across the United States:
- Based in Rochester, New York. CORE CSG is a leading provider of consulting and staffing resource services to the education market. Our team of consultants also provides subject matter expertise for planning, installation, and process mapping to help school technology investments truly optimize efficiency, data capture, and ultimately improve the educational experience to the student. In addition should a school system or an Institution of higher learning desire short term and long term solution to their staffing or resource needs this division caters to that as well. Almost every department of education institutions can utilize CORE CSG staffing solutions. Our team of staffing professionals has a deep understanding of the education market as we support institutions ranging from K12 to Large Universities and Colleges. CORE CSG’s proprietary Substitute and Absence Management system provides a reliable and efficient solution to districts struggling with the logistics of maintaining the complexities of substitute screening, placement and tracking time at work.
Some of CORE’s current contracts:
UMass Selects CORE for IT Staff Augmentation
CORE Consulting & Staffing was recently named as one of the winners of the (Massachusetts) UMass IT Staff Augmentation Contract. Staffing and recruitment services will be deployed from CORE’s NYC offices at 1 Penn Plaza, further expanding the footprint of CORE growing IT staffing business.
This contract encompasses 5 campus locations:
UMass Amherst
UMass Boston
UMass Dartmouth
UMass Lowell
UMass Worcester
The multi-year contract also includes the President’s Office and Central Administration Building where CORE will be supporting the University year round.
CORE Consulting & Staffing has secured an exciting new opportunity as one of the staffing providers that the State of Ohio uses for all IT Staff Augmentation needs. We aid in staffing such positions as Programmer, Product Specialist, Service Desk, Database Administrator and many more!
This is part of our strategic growth and expansion plan as we continue to move west from our Northeastern stronghold."
CORE Consulting & Staffing recently won a bid with the Milwaukee Public School district to staff for their fall 2013 school year. This isn’t for just a few teachers here and there; they need to hire 100 Science, Math and Special Education teachers with our help! Through our proven vetting process, we are staffing the best national talent to support this large school district of 78,000 students. Expanding the CORE Consulting & Staffing footprint to the "Brew City" is a valuable addition to our services reach."
Our turn-key solution provides your organization with an efficient, hassle-free computer installation. CORE ATG will manage the ordering of your systems to insure you receive exactly what your organization requires. We will receive your products at our warehouse for storage until the installation date, and prepare your systems to your specifications with our imaging and etching services. When they are ready, CORE ATG will deliver the systems to your site with our fleet of vehicles and certified computer technicians, de-install and manage the recycling of your retired systems, and install and set up your new systems all during the same day.
- Offices co-located with the CORE ECS corporate headquarters in Atlanta, Georgia. CORE ESG has established itself as a knowledgeable and experienced leader in education, generating a reputation as a true partner. CORE ESG’s initiatives range from research-based instructional materials for challenged learners – to groundbreaking innovations in diagnostic assessment, representing the very latest in psychometric applications.CORE ESG is a leading provider of assessment, intervention and special education solutions for some of the largest and most complex school systems in the US. Utilizing the cloud-based Assessment Center platform, CORE ESG offers district and states school systems the capability to administer state or Common Core aligned formative assessments, diagnostic screeners for reading and algebra readiness, cognitive growth measurement of individual students over time and response to intervention programs.
edMastery is intended for districts and schools looking to design their instructional platform and assessment program from the ground up. As such, it is a very flexible and customizable platform for basic assessment and implementation – and can be used for instructional management and a viariety of assessment applications. Do you have needs for accreditation surveys for staff and faculty, workforce certification assessments or college readiness tests?


 
 
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In 2001 CORE ECS partnered with the Georgia Department of Early Care and Learning (DECAL) to custom develop a comprehensive data monitoring system for their universal Pre-K program serving nearly 64,000 four-year olds (PANDA). With our help, DECAL took what was an inflexible and out of date system and completely streamlined it for processing hundreds of provider applications, making and tracking payments online, and validating program effectiveness from the field.
PANDA features:
Apply Online: No more endless paper shuffling. Potential Pre-K service providers can fill out applications online and receive award information and contracts through PANDA’s integrated e-mail.
Roster Submission: Providers can submit class roster information over a secure Internet connection so you can track exactly who is receiving service from which provider.
Instant Documents: PANDA integrates with Microsoft Word® so that state-level program staff can easily create forms and letters or edit contracts, using data directly from the system.
Track Every Single Student: PANDA uses our Unique ID Generator system to reduce duplication and increase the accuracy of rosters.
Online Payment: Accelerate monthly payments to providers with a fully functional and secure payments system that integrates with PeopleSoft.
Feedback from the Field: State consultants who perform audits and compliance monitoring can use our laptop software in remote areas, then upload it to the system when convenient.
CORE XLR8™ is a comprehensive K-12 formative assessment and learning management solution. Using a single platform, educators can create, manage, and share assessments, reports, and instructional resources throughout a school system. CORE XLR8 is highly scalable and intuitive, allowing educators to easily use assessments in the classroom, within a school, or across the district or region
CORE Vocational Training
Stepping into the world of productive employment, students’ approach often is too theoretical. While professionally qualified, they lack fundamental understanding that can make them readily employable. Also, fast developing countries are facing tremendous skill shortage. Despite having vast rural youth population, India itself today need an additional 140 million skilled workers across industry segments.
In order to make students industry ready, educational institutes must use contemporary tools to bridge the gap. Core offers best-in-class, employability-linked vocational training in areas like Hospitality & Housekeeping, Spa Healthcare & Wellness, Data entry operations, IT & ITeS operations, Basic Accounting, and Construction. Core follows the Source, Train, Place model by working closely with industry and government organisations. It plans to expand its span by adding more sectors such as Automobile, retail, Travel and Tourism.
Core’s comprehensive employability education is created using principles of 4E i.e. engagement, education, employability, entrepreneurship and 4A i.e. Accessible, Affordable, Attractive and Applicable.
Core has partnered with The East Valley Institute of Technology (EVIT), a US based institute recognized for excellence in career and technical education… for developing high quality Career and Technical education curriculum.
To support our assessment programs as well as deliver test items, test development, data analysis and outcome interpretation, CORE ECS provides a range of psychometric and assessment related functions including:
Item statistics and interpretations
IRT item parameter estimates and interpretations
Item and test form review of validity and reliability
Test construction and blueprints
Field testing
Equating, scaling, and linking studies
Growth scaling and reporting
Staff development on instructional impact of cognitive interpretations of measurement scores
All information gathered about students, including private personal data about students and their performances, will be gathered in Gates Foundation funded InBloom. Mr. Gates paid inBloom 100 million dollars to collect and analyze schools’ data as part of a public-private collaborative that is building shared technology services.
The data mining software being used, beginning this year (2014), will be stored in a database designed by Wireless Generation, a subsidiary of media mogul Rupert Murdoch’s News Corporation. The data will be collected by InBloom Inc., a non-profit like Wireless Generation, under the domain of one Bill Gates, who together with the Carnegie Foundation and other NGO’s set up the Wireless Generation through the Bill and Melinda Gates Foundation. Some 200,000 teachers in the U.S. are already using Wireless Generation data mining software.
Other partners with CORE Education & Technologies include the largest corporations in the world including Raytheon, one of the planets largest offense contractors and Cargill Foods, the largest hog processor in the United States.
UNESCO’s "Education for All" Agenda
"In order to realize the world’s commitment to ensuring education for all by 2015, important innovations and reforms will be needed in the governance and financing of global education. In 2008, Presidential Candidate Barack Obama committed to making sure that every child has the chance to learn by creating a Global Fund for Education. Secretary of State Hillary Clinton has recently called for a new architecture of global cooperation… A new Global Fund for Education… must be capable of mobilizing the approximately $7 billion annually still needed to achieve education for all, while holding all stakeholders accountable for achieving results with these resources. None of these objectives will be achieved without a major rethinking of the global education architecture and an evolution of current mechanisms for financing education… Achieving these two Millennium Development Goals, and the broader Education for All Goals… will require more capable international institutions."
Can you imagine and global education for all youth that teaches to a standardized testing system where all children’s futures will be tied to how well they perform (obey) through computerized education? Well that is the plans of the UNESCO and the global powers-that-be into a single-minded beehive.
UNESCO works in concert with the United Nations Agenda 21 (21st Century) plans to move many of the planets human inhabitants into cities and concentrated zones of control. UNESCO is also associated with the Trans Pacific Partnerships (TPP) agreements being secretly implemented as well as the global corporate structure being erected through the American Legislative Exchange Council (ALEC) which seeks power of legal authority for corporations over nations and states in the court of law.
In April 2000 more than 1,100 participants from 164 countries gathered in Dakar, Senegal, for the World Education Forum. Participants, ranging from teachers to prime ministers, academics to policymakers, non-governmental bodies to the heads of major international organizations, adopted the Dakar Framework for Action, Education for All:
Meeting Our Collective Commitments
"The participants agreed upon six wide-ranging education goals to be met by 2015. The Education for All Global Monitoring Report is the prime instrument to assess global progress towards achieving the six ‘Dakar’ EFA goals. It tracks progress, identifies effective policy reforms and best practice in all areas relating to EFA, draws attention to emerging challenges and seeks to promote international cooperation in favour of education.
The publication is targeted at decision-makers at the national and international level, and more broadly, at all those engaged in promoting the right to quality education – teachers, civil society groups, NGOs, researchers and the international community."
From "Common Core Goes Global" in Crisis Magazine. 11.20.13:
" The collaboration of the Gates Foundation and the United Nations Educational Scientific and Cultural Organization (UNESCO) has been well publicized. In addition, Gates, on behalf of his Microsoft Corporation, signed a 26-page Cooperation Agreement in 2004 between Microsoft and UNESCO to develop a "master curriculum" which included benchmarks and assessments. The agreement stipulates that "UNESCO will explore how to facilitate content development."
"Some have decried Common Core as the nationalization of American education. Far more dangerous, however, is the globalism of Common Core that demotes American values, undermines American constitutional principles and detaches students from their families and faith. Common Core is simply the newest attempt in the decades-old battle (Outcome Based Education, Goals 2000) to impose a U.N. globalist worldview aimed at "peace," sustainability and economic stability at the expense of freedom."
UNESCO’s partnerships with Agenda 21 and the Common Core Standards Initiative is laid out in a 26 page cooperation agreement between UNESCO and Microsoft Corporation issued from UNESCO HQ in Paris on November 17, 2004. In this document it lays out the plans for a global education system (Source)
"Prior to the reform of the global EFA coordination architecture in 2011-2012, the Education for All High-Level Group brought together high-level representatives from national governments, development agencies, UN agencies, civil society and the private sector. Its role was to generate political momentum and mobilize financial, technical and political support towards the achievement of the EFA goals and the education-related Millennium Development Goals (MDGs). From 2001-2011 the High-Level Group met annually."in the linked Education and Awareness page of that same U.N. website, we learn:
"Education, Public Awareness and Training is the focus of Chapter 36 of Agenda 21. This is a cross-sectoral theme both relevant to the implementation of the whole of Agenda 21 and indispensable for achieving sustainable development." http://www.un.org/esa/dsd/susdevtopics/sdt_educawar.shtml
Did you get that? Education is indispensable for the U.N. to get its agenda pushed onto every citizen worldwide.
36.2 says they plan to "reorient" worldwide education toward sustainable development. (No discussion, no vote, no input needed on this reorientation plan, apparently.)
36.3 says: "While basic education provides the underpinning for any environmental and development education, the latter needs to be incorporated as an essential part of learning. Both formal and non-formal education are indispensable to changing people’s attitudes so that they have the capacity to assess and address their sustainable development concerns. It is also critical for achieving environmental and ethical awareness, values and attitudes, skills and behaviour consistent with sustainable development and for effective public participation in decision-making. To be effective, environment and development education should deal with the dynamics of both the physical/biological and socio-economic environment and human (which may include spiritual) development, should be integrated in all disciplines, and should employ formal and non-formal methods."
The take-away?
Environmental education will be incorporated in formal education globally.
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.
Environmental education will be belief-and-spirituality based.
Environmental education will be integrated into all disciplines, not just science.
The stated objectives (36.4) include endorsing "Education for All," achieving "environmental and development awareness in all sectors of society on a world-wide scale as soon as possible"; and to achieve the accessibility of environmental and development education, linked to social education, from primary school age through adulthood to all groups of people; and to promote integration of environment concepts, including demography, in all educational programmes, and "giving special emphasis to the further training of decision makers at all levels."
But it gets worse.
Under "Activities," we find:
"Governments should strive to update or prepare strategies aimed at integrating environment and development as a cross-cutting issue into education at all levels within the next three years. This should be done in cooperation with all sectors of society…. A thorough review of curricula should be undertaken to ensure a multidisciplinary approach, with environment and development issues and their socio-cultural and demographic aspects and linkages."
So, it should be pretty clear that there is a huge re-education program happening to all countries, the aim of which is to change people’s attitudes toward believing in "sustainable development" and environmental education.

American Legislative Exchange Council (ALEC); Corporations legal arm for control of the public education system.
Technically, ALEC is a nonprofit organization based in Washington, D.C. It describes itself as a nonpartisan membership organization for those who share a common belief in "limited government, free markets, federalism, and individual liberty."
More than 2,000 state lawmakers pay ALEC $100 for a two-year membership. While listed as nonpartisan, ALEC’s members definitely skew to the conservative end of the political spectrum. For example, of the 114 listed members of the group’s Education Task Force, 108 are Republicans, and only six are Democrats.
Corporations, foundations, and "think tanks" can join ALEC, too. They pay up to $25,000 in yearly dues and can spend more to sponsor the council’s meetings. Corporate members can also donate to each state’s scholarship fund, which reimburses legislators who travel to meetings. The scholarships can exceed the amount of a legislator’s dues. Corporate members also can pay from $3,000 to $10,000 for a seat on a task force.
ALEC operates through nine task forces, each co-chaired by a corporate member and a legislative member. Task forces are divided by subject and bring together conservative policy makers with corporate leaders to develop model legislation. In order for a proposal to become model legislation, both the public and private sides of the committee must agree—granting considerable power to the corporate side. Elected officials then take the model bills back to their states to introduce them as their own. Only legislators who are members may access the model legislation. It is a very efficient mechanism for corporations to exercise political power—and they have.
One of its main goals is to place public education into private ownership and profits. So what we’re seeing in our schools now directly reflects ALEC’s model legislation, placing billions of dollars into the pockets of corporations as the expense of children’s education. The 2011 ALEC Annual Conference Substantive Agenda on Education shows their current interests:
"…the Task Force voted on several proposed bills and resolutions, with topics including: digital learning, the Common Core State Standards, charter schools, curriculum on free enterprise, taxpayers’ savings grants, amendments to the existing model legislation on higher education accountability, and a comprehensive bill that incorporates many components of the landmark school reforms Indiana passed this legislative session. Attendees will hear a presentation on the National Board for Professional Teaching Standards’ initiative to grow great schools, as well as one on innovations in higher education."
Don’t be fooled. Lately ALEC has been hemming and hawing about supporting the Common Core, but that is because of its ties between federal mandates pressed upon on state and local policies. It’s not Common Core they reject, just its delivery boy.
"The resolution was approved by the ALEC Education Task Force overwhelmingly last December, and ALEC has discussed it at three of its national meetings. The well-financed private entities and the federal government are moving forward with their implementation of the Common Core, and Americans have been cut out of the process.
Case Example: ALEC in Tennessee
Recent legislation in Tennessee provides a vivid example. ALEC created and provided members its model Virtual Public Schools Act. Two large for-profit corporate providers of virtual education, Connections Academy and K-12 Inc., had heavy involvement with the model bill’s creation. Mickey Revenaugh, a lobbyist for Connections Academy, was the corporate chair of ALEC’s Education Task Force and Lisa Gillis, with K-12 Inc., chaired its special needs education subcommittee that created the bill. Tennessee’s State Rep. Harry Brooks and State Sen. Dolores Gresham, both ALEC Education Task Force members, introduced the bill to their respective houses nearly verbatim, even using the same title. For example, the following passage forms the preamble of the adopted statute. Underlined portions were taken directly from ALEC’s model.
• WHEREAS, meeting the educational needs of children in our state’s schools is of the greatest importance to the future welfare of Tennessee; and
• WHEREAS, closing the achievement gap between high-performing students, including the gap between minority and nonminority students and between economically disadvantaged students and their more advantaged peers, is a significant and present challenge; and
• WHEREAS, providing a broader range of educational options to parents and utilizing existing resources, along with technology, may help students in our state improve their academic achievement; and
• WHEREAS, many of our school districts currently lack the capacity to provide other public school choices for students whose schools are low performing; now, therefore
• The purpose of this part is to provide an LEA with an alternative choice to offer additional educational resources in an effort to improve academic achievement. (Virtual Public Schools Act, 2011).
The bill passed both houses on a party-line vote on June 16, 2011. Shortly thereafter, K-12 Inc.—one of the creators of the model legislation—won a no-bid contract from Union County School District to create the Tennessee Virtual Academy and will receive about $5,300 per student from the state for the 2011-12 school year (Humphrey, 2011). Connections Academy does not yet offer a virtual school in Tennessee, but its web site reports that it "is actively working with parent groups, education officials, and others to launch a school in this state."
The Chattanooga Times Free Press reported that about 2,000 students applied for enrollment in the Tennessee Virtual Academy for fall 2011. Recent reports raise concerns that the program’s popularity with home schoolers may "drain taxpayer funds" while enriching the corporation actively and aggressively recruiting students to enroll (Locker, 2011). Locker also reports that "K-12 Inc. compensated its CEO more than $2.6 million last year, its chief financial officer more than $1.7 million, and other top executives several hundred thousand dollars each, according to its latest annual report to shareholders."
ALEC’s success in Tennessee is by no means its only incursion into state education policy. ALEC’s interest in education is ambitious and multifaceted, and includes promoting dozens of model acts to its legislative members (Ladner, LeFevre, & Lips, 2010). Proposed bills seek to influence teacher certification, teacher evaluation, collective bargaining, curriculum, funding, special education, student assessment, and numerous other education and education-related issues. Common throughout the bills are proposals to decrease local control of schools by democratically elected school boards while increasing access to all facets of education by private entities and corporations. ALEC’s outlined agenda is to:
• Introduce market factors into schools, particularly the teaching profession (Ladner, LeFevre, & Lips, 2010, p. 82) to be carried out through model legislation such as Alternative Certification Act, Great Teachers and Leaders Act, National Teacher Certification Fairness Act, Public School Union Release Time Act, School Collective Bargaining Agreement Sunshine Act, and Teacher Choice Compensation Act. There’s also a set of proposals (Public School Financial Transparency Act; School Board Freedom to Contract Act) that encourage school districts to outsource their auxiliary services.
• Privatize education through vouchers, charters, and tax incentives (Ladner, LeFevre, & Lips, 2010, p. 87) to be carried out through model legislation such as Foster Child Scholarship Program Act, Great Schools Tax Credit, Military Family Scholarship Program Act, Parental Choice Scholarship Accountability Act, Parental Choice Scholarship Program Act (means-tested eligibility), Parental Choice Scholarship Program Act (universal eligibility), Parental Choice Scholarship Program Act (universal eligibility, means-tested scholarship amount), Parental Choice Scholarship Tax Credit Accountability Act, Education Enterprise Zone Act, Smart Start Scholarship Program, Special Needs Scholarship Program Act, Family Education Savings Account Act, Parental Rights Act, Resolution Supporting Private Scholarship Tax Credits, Autism Scholarship Program Act, and Family Education Tax Credit Program Act.
• Increase student testing and reporting (Ladner, LeFevre, & Lips, 2010, p. 93) to be carried out through model legislation such as Resolution Supporting the Principles of No Child Left Behind Act, Student Right to Learn Act, Education Accountability Act, Longitudinal Student Growth Act, One to One Reading Improvement Act, and Resolution on Nonverified Science Curriculum Funding.
• Reduce the influence of or eliminate local school districts and school boards (Ladner, LeFevre, & Lips, 2010, p. 96) to be carried out through model legislation such as Charter Schools Act, Innovation Schools and School Districts Act, Open Enrollment Act, Virtual Public Schools Act, and Next Generation Charter Schools Act.
While ALEC’s forays into education policy are broad, privatization of public education has been a long-standing ALEC objective. As early as 1985, ALEC’s motivation for privatization was made clear (Barrett, 1985).
In response, ALEC offered model legislation to "foster educational freedom and quality" through privatization (Barrett, 1985, p. 8). Privatization takes multiple forms: vouchers, tax incentives for sending children to private schools, and charter schools operated by for-profit entities.
Today, ALEC calls this approach "choice" and renames vouchers "scholarships," but its aim is clear: Defund and dismantle public schools. While many other right-wing organizations support this agenda, ALEC is the mechanism for implementing it through its many pieces of model legislation that propose legislative methods for defunding public schools, particularly low-income, urban schools.
The motivation for dismantling the public education system—creating a system where schools do not provide for everyone—is ideological, and it is motivated by profit.
United States of ALEC by Bill Moyers
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"Individualized education comes from a teacher identifying a child’s strengths and weaknesses and helping him learn in light of these. It does not come from computers that are programmed to change questions based on certain inputs, because the computer will never know that a child may have decided to simply click "C" no matter how many ways the test question is asked. Individualized education is not fostered when a teacher receives a dismal report about her students’ progress, but she is given no time to help struggling students. Instead, she must rush to the next concept in order to cover this year’s prescribed standards.
The rigid, dehumanized method necessitated by the Common Core’s requirements also threatens quality of education. Whether incidentally or by design, the Common Core endangers the idea of a liberal education and jeopardizes the goal of preparing children to be good citizens by sacrificing the pursuits of literacy, future curiosity, and loving what is objectively true on the altar of "college- and career-readiness." Aiming to teach "what students need to know and be able to do to be successful in college and careers" mass-produces humans who will obediently serve in the workforce.
The beauty of a decentralized approach to education is that if teachers have to opportunity to teach small-enough classes, they are able to know when they should introduce particular concepts and where they should focus based on the interests of their students. Then students can be taught as individual human beings—not machines that can be analyzed and responded to by a computer program. But tragically, there is no room for this kind individualized education in the unbending, computerized Common Core."
~ Home Schooling Legal Defense Association ~
The good news is that New York has joined 5 other states in uniting to either postpone or reject Common Core education curriculum’s.
For a century or more the wealth elite in power have designed an education system that is working exactly how they designed it. They have not desired smart, intelligent, students that someday may become able to unseat their long established power base. Anything but that.
The global plans are now to have a standardized global education system tied to computer learning with an outcome based education system based on high stakes testing.
High stakes testing continual testing is being implemented through to 1st grade levels.
The results of the study, titled "A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning," rebut the claim that standardized testing motivates low achievers to reap the reward of high scores and avoid the punishment of failure. In fact, researchers Wynne Harlen and Dr. Ruth Deakin-Crick of Bristol University found that the two categories of students particularly discouraged by constant testing are girls and low achievers.
These findings call into question the claims of U.S. high-stakes testing proponents that they have found the key to closing the race-based achievement gap, since the study results suggest that groups such as low-income and many minority students, who traditionally score low on standardized tests, are likely to be among those who are demotivated by consistently poor test results.
The study also found that constant testing encourages even successful students to see the goals of education in terms of passing tests rather than developing an understanding of what they are learning, supporting previous research done in the United States (see Examiner, Winter 1997).
The researchers found firm evidence that hievement of literacy is linked to students’ interest in learning, the degree to which their learning strategies link to existing knowledge rather than just memorizing, and the degree to which they feel in control of their learning. The authors concluded that policymakers must recognize that high-stakes testing is providing information about students’ attainment while reducing their motivation to learn. (Source)
The controversial Early Years Foundation Stage, which sets dozens of learning goals for children from their first year to the age of five, says that computers should be introduced from 22 months on.
Within the next 2 years the Education for All agenda desires to have all public schools children fully linked to computer learning and assessment criteria. Additionally, phone taxes will be levied to homes and cell phones to bring internet education to all.
Schools throughout the country are unwittingly signing over their power to the global electronic education system while Arnie Duncan, the head of the United States Department of Education wants schools to be the central hub of community and to manage and control of our youth 24/7/365.
"Schools should open 7 days a week, 12-13 hours a day, 12 months a year. Pot luck dinners, health care clinics…schools become center of community life..school becomes hub of community."… "Create 21st century for care for children while parents will have to work 2-3 jobs"….. "Children need to be cared for by the State"….. "Non-Government Organizations can operate the schools from 3 pm to 9 pm and on weekends."
"You’re spending less money getting better outcomes and people around the country are starting to take notes. I don’t want this success to be restricted to one school or one school district. There’s no reason we can’t replicate the success you’ve had here. I want to see a tablet that’s the same price as a textbook. I want to see more apps that can be instantly updated with academic content the days it’s available so you don’t have textbooks with students’ names from years ago." President Obama
 
 
 
 
In Part IV we will explore the rapidly changing paradigm of higher level education and the three-tier caste Prussian system being implemented as described in Part I which seeks to design into society a class system consisting of the few aristocrats, the supporters to the aristocarts (i.e. doctors, lawyers, engineers, etc.) and then the common working classes. (Source)
 
As colleges cater more and more to overseas "clients" to keep their brick and mortar business of higher education operating, Big Business has other plans for the future of student education. Online education. Famously, in the Fall of 2013, Eric Schmidt, CEO of Google declared that "Universities are going the way of the Dinosaur", as he stood on the steps of Princeton University.
From Bloomberg News Services:
"Schmidt was more positive about the un-Princeton-like Khan Academy, on whose board he serves. He said the academy, which offers free online video tutorials on dozens of topics, has begun to analyze students’ answers to figure out which questions do the best job of assessing mastery of a topic.
The Google boss also had kind words for EdX, a nonprofit created by Harvard University and the Massachusetts Institute of Technology that lets students take "interesting, fun, and rigorous courses" for free. Google and EdX announced this week that the tech giant will host a platform called Open EdX in a bid to make it easier for anyone to create online courses. "The fun will start," Schmidt said, as new ventures smash up against incumbents that resist change.
Slaughter agreed that traditional colleges and universities, with their high fixed costs, are at risk. ‘They’re going to lose their top talent," she said. "We can become global teachers. The best people can become free agents.’" (Source)
 
During the 2013–14 school year, colleges and universities are expected to award 943,000 associate’s degrees; 1.8 million bachelor’s degrees; 778,000 master’s degrees; and 177,000 doctor’s degrees (source, source, source, and source).
Schmidt, Big Tech and the global power base want control of the up and coming minds, bodies and spirits from cradle to grave and they have well laid out, well planned goals to execute their stated desires.
Only through a deeper understanding of their goals and plans can we devise our own strategies to consciously change, destroy and/or opt out of global corporate control of our newest and youngest generations.
Like the proverbial saying goes, "If we don’t change direction, we will wind up where we are heading."
Unplugging your children from the wall, reconnecting with your children by reading to and with them, and bringing this type of alternative education information to your local school districts about the elite agenda can all serve to change a system that wants to own everything, especially today’s youth.
 
The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.

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Also See:
Common Core: Public Education or is it Indoctrination?
(Part 1)
02 April 2013
and
(Part 2)
23 October 2013
and
(Part 3)
03 March 2014
(Part 5)
22 November 2013
and
Your Children Don't Belong to You!
09 April 2013
http://arcticcompass.blogspot.ca/2013/04/your-children-dont-belong-to-you.html
and
Corporal Punishment in Schools!
29 January 2012
http://arcticcompass.blogspot.ca/2012/01/corporal-punishment-in-schools.html
and
Agenda 21! The Death Knell of Liberty!
(Part 1)
02 March 2011
http://arcticcompass.blogspot.ca/2011/03/agenda-21-and-death-knell-of-liberty.html
and
(Part 2)
22 January 2012
http://arcticcompass.blogspot.ca/2012/01/agenda-21-death-knell-of-liberty-part-2.html
and
Socialism is Not Disappearing!
15 November 2011
http://arcticcompass.blogspot.ca/2011/11/socialism-is-not-disappearing.html
and
Should We Have Prayer in Schools?
06 July 2011
http://arcticcompass.blogspot.ca/2011/07/should-we-have-prayer-in-schools.html
and
Don't Blame the Teachers! Blame the Parents!
18 March 2011
http://arcticcompass.blogspot.ca/2011/03/dont-blame-teachers.html
and
Parents! What do You Know about Whole Child Education?
13 August 2010
http://arcticcompass.blogspot.ca/2010/08/parents-what-do-you-know-about-whole.html
and
Sex Education in Ontario Elementary Schools is Going Too Far!!
24 June 2010
http://arcticcompass.blogspot.ca/2010/06/sex-education-in-ontario-elementary.html
and
Teaching Propaganda or American History?
25 April 2010
http://arcticcompass.blogspot.ca/2010/04/teaching-propaganda-or-american-history.html
and
What Happened to Education?
30 August 2009
http://arcticcompass.blogspot.ca/2009/08/what-happened-to-education.html
and
Homeschooling - What About It?
18 June 2009
http://arcticcompass.blogspot.ca/2009/06/homeschooling-what-about-it.html
and
Who Writes History?
23 July 2007
http://arcticcompass.blogspot.ca/2007/07/what-about-history.html
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