COMMUNIST/SATANIC AGENDA DID NOT COME FROM NOWHERE
Charlotte Iserbyt
I
agree 100% with Jake Speed, AJ, and Ollie Popkin (scroll down to
bottom for their emails). This kind of back and forth between all of us
is very important, and I, for one, appreciate it more than those
involved in responding can possibly know. Much of what they are
providing to us I, myself, was unaware of.
Needless
to say, I had but one response to this absolutely documented research
on Communist China (posted a couple of days ago).
Maybe
no one bothered to read it, or maybe fact USA is putting in the same
thing was just too hard for them to accept. Of course, many of people
on my list have just recently become involved (post-2000) and that
conference with Daggett et al took place in mid nineties. No one is
willing to dig into what happened pre- 2000. An email I sent recently
which included info on The (1976) Declaration of Interdependence and Henry Steele Commager's quote and fact over 100 Congressmen voted for Interdependence received zero response.
And one couldn't expect them to have read the following superb article
by Barbara Morris which appeared in the National Educator (true
conservative journal) in 1978:
3D, page 170.
IN THE AUGUST 1978 ISSUE OF THE NATIONAL EDUCATOR BARBARA MORRIS, EDITOR OF The Barbara
Morris Report and author of many books related to education including her most recent
book, The Great American Con Game, reported on a speech given at the University of Illinois
by Mary F. Berry, assistant secretary in the U.S. Office of Education (1977), regarding Chinese
education. The following excerpts from Morris’s report are too important to leave out of this
book:
Indeed, what does the U.S.A. stand to learn? Let’s take a look.
Red China has eliminated testing and grades. The U.S. is rapidly going the same route.
Testing is being downgraded and scoffed at, and grades, where they do exist are just about
meaningless.
For the Red Chinese, according to Ms. Berry, truth is a relative concept. In the U.S.
schools students are taught the same thing in “values clarification.” It’s called situation ethics
and it means it’s okay to lie or cheat or steal or kill when it suits your purpose.
In Red China, according to Ms. Berry, education must serve the masses. Ditto the U.S.
Only the semantics are different here. In the U.S. education is not designed for the benefit
of individuals, but for society. “Society” or “masses”—what’s the difference?
In Red China, according to Ms. Berry, education must be combined with productive
labor and starts at six years of age, with children working at least one hour a day producing
voice boxes for dolls. At the middle school level, children make auto parts as part of the
school day. We are not at this low level, but Secretary Berry frankly admits, “We will draw
on the Chinese model....” We are fast approaching the Chinese model. We have work/study
programs and the U.S. Office of Education is working on development of Lifelong Learning
programs—another Chinese import. Such programs will enable people to work and study
their entire lives for the benefit of the state.
Ms. Berry admitted U.S. Lifelong Learning programs are indeed drawn on the Chinese
experience, that such programs are expected to meet “needs for intellectual fulfillment and
social growth. It is here that the Chinese have set the pattern for the world to follow, and it
is here that American higher education may have its last, best opportunity for growth.”
Secretary Berry lamented that the U.S. is only slowly moving into Lifelong Learning, but
that “The community college system with its nonconventional enrollment, is one harbinger
of change. The traditional extension program is another.... But we have to go beyond them
and bring four year institutions and secondary institutions, as well as private instructional
facilities into the Lifelong Learning movement.”
Ms. Berry is not talking about the future when she recommends radical proposals for
U.S. education. A meeting of the National Council for the Social Studies, held in Cincinnati
last November, featured several presentations on Communist Chinese education as a model
for U.S. education. In one such presentation, teachers learned how the Red Chinese educational
system “is related to achievement of national goals and citizenship preparation... how
cultural activities and recreational pastimes provide a vehicle for transmitting new social
values.” Does this help you understand why U.S. schools usually list “worthy use of leisure”
or “citizenship education” as a goal of education?
[Ed. Note: Americans, involved in what would seem to be the worthy goal of implementing
character, citizenship, or civic education in the government schools or in community groups,
or in seeking “common ground” with groups who hold differing views on political, social, and
religious issues, should think more than twice before becoming involved in this dangerous
dialogue. The reason the dialogue is dangerous is evident when one studies the track record of
nations whose citizens have allowed their governments to define morality or good citizenship;
i.e., Nazi Germany, the Soviet Union and Red China, to name just a few.]
IN THE AUGUST 1978 ISSUE OF THE NATIONAL EDUCATOR BARBARA MORRIS, EDITOR OF The Barbara
Morris Report and author of many books related to education including her most recent
book, The Great American Con Game, reported on a speech given at the University of Illinois
by Mary F. Berry, assistant secretary in the U.S. Office of Education (1977), regarding Chinese
education. The following excerpts from Morris’s report are too important to leave out of this
book:
Indeed, what does the U.S.A. stand to learn? Let’s take a look.
Red China has eliminated testing and grades. The U.S. is rapidly going the same route.
Testing is being downgraded and scoffed at, and grades, where they do exist are just about
meaningless.
For the Red Chinese, according to Ms. Berry, truth is a relative concept. In the U.S.
schools students are taught the same thing in “values clarification.” It’s called situation ethics
and it means it’s okay to lie or cheat or steal or kill when it suits your purpose.
In Red China, according to Ms. Berry, education must serve the masses. Ditto the U.S.
Only the semantics are different here. In the U.S. education is not designed for the benefit
of individuals, but for society. “Society” or “masses”—what’s the difference?
In Red China, according to Ms. Berry, education must be combined with productive
labor and starts at six years of age, with children working at least one hour a day producing
voice boxes for dolls. At the middle school level, children make auto parts as part of the
school day. We are not at this low level, but Secretary Berry frankly admits, “We will draw
on the Chinese model....” We are fast approaching the Chinese model. We have work/study
programs and the U.S. Office of Education is working on development of Lifelong Learning
programs—another Chinese import. Such programs will enable people to work and study
their entire lives for the benefit of the state.
Ms. Berry admitted U.S. Lifelong Learning programs are indeed drawn on the Chinese
experience, that such programs are expected to meet “needs for intellectual fulfillment and
social growth. It is here that the Chinese have set the pattern for the world to follow, and it
is here that American higher education may have its last, best opportunity for growth.”
Secretary Berry lamented that the U.S. is only slowly moving into Lifelong Learning, but
that “The community college system with its nonconventional enrollment, is one harbinger
of change. The traditional extension program is another.... But we have to go beyond them
and bring four year institutions and secondary institutions, as well as private instructional
facilities into the Lifelong Learning movement.”
Ms. Berry is not talking about the future when she recommends radical proposals for
U.S. education. A meeting of the National Council for the Social Studies, held in Cincinnati
last November, featured several presentations on Communist Chinese education as a model
for U.S. education. In one such presentation, teachers learned how the Red Chinese educational
system “is related to achievement of national goals and citizenship preparation... how
cultural activities and recreational pastimes provide a vehicle for transmitting new social
values.” Does this help you understand why U.S. schools usually list “worthy use of leisure”
or “citizenship education” as a goal of education?
[Ed. Note: Americans, involved in what would seem to be the worthy goal of implementing
character, citizenship, or civic education in the government schools or in community groups,
or in seeking “common ground” with groups who hold differing views on political, social, and
religious issues, should think more than twice before becoming involved in this dangerous
dialogue. The reason the dialogue is dangerous is evident when one studies the track record of
nations whose citizens have allowed their governments to define morality or good citizenship;
i.e., Nazi Germany, the Soviet Union and Red China, to name just a few.]
End Morris; pick-up by Charlotte:
All
I can recommend is that people google and download the FREE deliberate
dumbing down of america pdf and bone up on the history of what is going
in right now. Scrolling through the mammoth Index would be the first
thing to do to give them an idea of what they want to access.
Of
course, educating themselves alone won't solve problem. It takes
courage like some on my list, Jake, Steve Schran, AJ, Ollie,
Bracken, Shardelman and a few others not mentioned, have...really going
in their faces to bring about a slowdown in the globalists' agenda.
Steve persuaded me to join him at a press conference given by our Maine
Heritage -brainwashed Governor Paul LePage who was touting the virtues
of charter schools. I couldn't believe Steve would have a sign hung
around his neck which said "Liar, liar, pants on fire". I was more laid
back with C.S. Lewis quote "When training beats education civilization
dies." Young media types took lots of photos of us, and I think truly
wanted to give us coverage, but NOTHING appeared in paper next day.
I can't believe so much happened between 1945 (UN) and 2018. Time is flying by so fast I don't know what month I am in.
While cleaning the
kitchen I started musing regarding the results of the women's liberation
movement. The late Phyllis Schafly deserves huge credit for
understanding what was coming down the pike. She took that bull by the
horns and her Eagles succeeded in killing that evil monster which is,
presently, eating traditional America alive.
However, the demise of
ERA didn't stop the women, some of them innocent, I am sure, from
going down the road to removing women from the home (Karl Marx's
dream). Once one has removed mothers, the source of Christian values,
from the home, to be replaced by tax-funded baby-sitting programs, one
has won most of the battle.
Also, this quote from Karl Marx explains "much":
"Anyone
who knows anything of history knows that great social changes are
impossible without feminine upheaval. Social progress can be measured
exactly by the social position of the fair sex, the ugly ones
included." Unfortunately those opposed to the ERA were not the women
Marx is referring to. We were not looking for "social progress".
I
ordered a lovely wooden plaque (manufactured in Greece!) with above
text on it which I have prominently displayed in my kitchen.
The
Federal Reserve (raising and lowering interest rates at will) was used
to increase cost of living in order to get women out of the home (going
to work to earn money to maintain family's lifestyle) and away from
rearing (instilling their children with sound moral values) so state
could move in with all its disastrous programs. I have research
(documentation) that came out of White House Conference on the Family, I
believe in 1980,to that effect. The late Bettye Lewis, fantastic
education researcher, received it from a Michigan legislator or whoever
attended the conference, and gave it to me.
Also,
I have the original UNESCO books Education and Mental Health (Problems
in Education) by W.D. Wall, published by UNESCO 1952; and Soviet
Pre-School Education, Educational Testing Service, Henry Chauncey, Chief
Editor, Holt, Rinehart and Winston, Inc., 1969, which clearly spell
out the Soviet/Marxist goals for not just pre-school but lifelong
education. Out of 20 education advisors for UNESCO in fifties, I
believe, 19 were from communist countries; one from France.
Thursday, May 21, 2015
COMMUNIST PRE-SCHOOL EDUCATION ON STEROIDS
#NoWayESEA#NO WAY ESEA #NO WAY ESEA #NO WAY ESEA
KEEP CALLING (202-224-3121) AND EMAILING YOUR SENATORS AND REPRESENTATIVES!!!
S1177 (the Reauthorization of ESEA...the old No Child Left Behind Act) is a combination of Republican Congressman John Kline's HR5 Student Success Act and Republican Senator Lamar Alexander's Every Child Achieves Act 2015 (S1177)
You, members of Grassroots America, killed HR5 last February. You can kill its companion bill S1177, which is coming up for a full vote in the Senate any day now.
*********************************************************************
WELCOME TO COMMUNIST PRE-SCHOOL EDUCATION...the Urie/Patty commie combo
EARLY LEARNING: Murray Introduces Strong Start for America’s Children Act
Urie Bronfenbrenner - Wikipedia, the free encyclopedia
(1) 1969... Soviet Preschool Education, Volume I: Program of Instruction, Henry Chauncey, Chief Editor, Educational Testing Service, Holt, Rinehart and Winston, Inc. Introduction by Urie Bronfenbrenner.
Excerpted from Introduction by Bronfenbrenner 1969:
"You really are a nation of individualists!" (Soviet psychologist's comments)
"...But if the rest of the community is more in evidence in a Soviet nursery school than in its American counterpart, there is one group that is less influential: parents."
Charlotte's comment: We were a nation of individualists back then, and our education system focused on the individual's upward mobility, through academics, competition, grades, etc. No longer.
The Soviet polytechnical (school-to-work) system based on group cooperation (TQM) and the Skinnerian/Pavlovian method at the expense of individuality and parental influence is necessary for communist workforce training, NOT academics.
Much joint research between the United States/Carnegie Corporation and the USSR (now Russia and the Federation) has taken place since 1969, to the point that our education system reflects that of not only Russia and the Federation, but all socialist/communist countries worldwide according to UNESCO's philosophy. (Education and Mental Health by W. D. Wall, UNESCO 1955 printed in France ED. 66/lV. 10e/A.)
ABCs of DumbDown: THIS IS WHAT COMMUNIST COMMON CORE/THE REAUTHORIZATION OF ESEA IS ALL ABOUT
(2) Murray introduces legislation to expand access to preschool and improve early learning opportunities.
(Washington, D.C.) – Today, U.S. Senator Patty Murray (D-WA), Ranking Member of the Senate Health, Education, Labor, and Pensions (HELP) Committee introduced the Strong Start for America’s Children Act, legislation that would expand quality preschool programs. The Strong Start for America's Children Act is a 10-year innovative federal-state partnership to expand and improve early learning opportunities for children from birth to age five.
*********************************************************************
From Soviet Preschool Education, Vol. I: Program of Instruction, Educational Testing Service, 1969, Introduction by Urie Bronfenbrenner, copyright, 1969, Holt, Rinehart and Winston, Inc. by Henry Chauncey.
The members of the collective not only discipline each other, but work together. This point was brought home to me [Bronfenbrenner] by the comments of a distinguished Soviet psychologist, an expert on development during the preschool years. He had been observing in an American day-care center for children of working mothers. The center was conducted under university auspices and reflected modern outlooks and methods in early childhood education. It was therefore with some concern that I noted how upset my colleague was on his return. "I wouldn't have believed it," he said "if I hadn't seen it with my own eyes. There were four children sitting at a table, just as in our nurseries. But each one was doing something different. What's more, I watched them for a whole ten minutes, and not once did any child help another one. They didn't even talk to each other. Each one was busy in his own activity. You really are a nation of individualists!"
...But if the rest of the community is more in evidence in a Soviet nursery school than in its American counterpart, there is one group that is less influential: parents. The fact that they are scarcely mentioned in the manual reflects the extent to which the Soviet nursery is viewed as the domain of the professional educator, who "knows what is best for the child." In the Soviet system of child rearing, the role of the family is clearly subordinate to that of communal institutions, who carry the primary responsibility for upbringing. This message comes through clearly in the only extended reference to the family which appears in the manual:
Every kindergarten should serve as a model of the Communist education of children. The pedagogical staff of the kindergarten is faced with the task of disseminating pedagogical knowledge among parents, helping families to bring their children up properly, and sharing their invaluable experience in family upbringing. And, as is indicated in the Program of our Party, " the educational influence of the family on children to a greater and greater extent becomes totally integrated with their public education." [6]
Murray introduces legislation to expand access to preschool and improve early learning opportunities
EARLY LEARNING: Murray Introduces Strong Start for America’s Children Act
(Washington, D.C.) – Today, U.S. Senator Patty Murray (D-WA), Ranking Member of the Senate Health, Education, Labor, and Pensions (HELP) Committee introduced the Strong Start for America’s Children Act, legislation that would expand quality preschool programs. The Strong Start for America's Children Act is a 10-year innovative federal-state partnership to expand and improve early learning opportunities for children from birth to age five.
“As a former preschool teacher, I’ve seen firsthand the transformation that early learning can inspire in a child,” Senator Murray said. “Investing in our youngest learners is critical for children and their families, and it is one of the smartest investments we can make to ensure students start kindergarten ready to learn and succeed later in life. The Strong Start for America’s Children Act would help more families and communities in Washington state and across the country gain access to early learning programs and provide their children with the strong educational opportunities that will pay dividends in our future economic growth.”
Research has shown that children who attend high?quality preschool programs are less likely to be held back in school, require remedial education, engage in criminal activity, or use social safety net programs later in life. They are also more likely to graduate from high school and have higher earnings as adults. A recent report showed that Washington state ranks 33rd in the nation for access to state preschool among four-year-olds.
Original cosponsors of the Strong Start for America’s Children Act in the Senate: Bob
Casey (D-PA), Mazie Hirono (D-HI), Al Franken (D-MN), Ed Markey (D-MA),
Brian Schatz (D-HI), Tom Udall (D-NM), Barbara Mikulski (D-MD), Tim
Kaine (D-VA), Chris Murphy (D-CT), Dick Durbin (D-IL), Chris Coons
(D-DE), Martin Heinrich (D-NM), Sheldon Whitehouse (D-RI), Tammy Baldwin
(D-WI), Maria Cantwell (D-WA), Kirsten Gillibrand (D-NY), Ron Wyden
(D-OR), Cory Booker (D-NJ), Elizabeth Warren (D-MA), Bernard Sanders
(I-VT), and Amy Klobuchar (D-MN).
I
don't blame all of you saying "when will Charlotte shut up?" However,
here I go, if not just for my own sake (clear conscience) regarding
how one American felt about the goings-on in 2018. Since there is so
little time left for any of us to turn this mess around, I beg your
endurance for just one more of my takes on the serious situation facing
our nation, our very way of life:
The most
important issue facing all of us today is the satanic attack on our
children through pedophilia. When one looks back over the past 100
years one can't help but see the roots of this diabolical agenda:
(1) ERA
(women running around beating up on the opposite sex to point the men
began to feel downtrodden and useless) and a small percentage of them
ultimately ended up with an attitude towards women that had never been
part of our culture.
(2)
IMO, a small percentage of the men got so fed up with the "new" woman
who was beginning to look, dress, and act like a man, including the
taking of jobs men traditionally had, that that small percentage of men
began to prefer the company of men. I don't know that I blame them.
When men prefer the company of men (as companions in the home) they lose
their masculinity which was/is all part of (the goal of) the homosexual
agenda. It was at that time, in the late seventies, that I came across
a standard for 11th graders in Maine's Health Education curriculum
which required the students to understand the three types of sexual
intercourse: between woman and man, man and man, and with animals.
(3)
full-fledged pro-homosexual agenda goes into swing in mid-seventies. I
recall in late seventies going to a meeting in Belfast, Maine which
was touting the acceptance of homosexuality. It was held by a group
called " Apple Core". Facilitator told the audience (1) that 15
percent of local high school boys tended toward homosexuality, and (2)
that the homosexual agenda was just the same as the civil rights
movement. I raised my hand to object to accuracy of both statements.
Out of the blue, believe it or not, in Maine, not Alabama, or D.C., came
this very tall and stocky black guy who gave me a huge hug and blasted
the audience: "This agenda has nothing to do with the Civil Rights
Movement".
(4)
Fast forward to 1998 when I took all my education research out of the
U.S. Department of Education into a meeting with Maine's Commissioner of
Education in the hope I could convince him to take a stand against
Outcomes Based/Standards and values destroying/critical thinking
education. I told him he would be the most popular education
commissioner in the USA if he would speak out publicly against the
restructuring of education. I provided him with a grant out of my old
office in US Dept of Ed, overseen by Shirley Mccune of the U.S. Dept. of
education's Midcontinent Regional Laboratory, being piloted in Kansas
and Nebraska, which used Robert Naisbett's "Megatrends" as the
curriculum for social studies. There was one page in the grant which
had a page with two columns, one of which was titled "From"; the other
one titled "To", which said:
"From" a constitutional republic to participatory democracy.
As damaging as above "From-To" was, equally atrocious was "From-To" which said:
"From female vs male " to "androgynous"
The
Commissioner asked me "what's androgynous"? and I responded "That means
you are more like me and I am more like you." He looked disgusted.
And we wonder why our children are not finding the acceptance of utterly
immoral, in some cases satanic behavior, unacceptable. What the
federal govt. funds (grants to all fifty states), the federal govt.
controls.
He
didn't have the guts to take a public stand against the education
restructuring, but he did send me a huge box full of all Maine's
restructuring documents, for which I will be eternally grateful.
On Saturday, June 9, 2018, 8:20 PM, Charlotte Iserbyt <dumbdown00@yahoo.com> wrote:
3D, page 335.
THE SECOND ANNUAL MODEL SCHOOLS CONFERENCE, SPONSORED BY THE INTERNATIONAL Center
for Leadership in Education, Inc. (ICLE—whose director is Dr. Willard R. Daggett, previously
employed as a co-trainer with William Spady at Outcome-Based Education training sessions
sponsored by Spady’s High Success Network) was held June 26–29, 1994 in Atlanta, Georgia.
Representatives of the educational systems of China, Denmark, England, France, Germany,
Japan, and Russia were included as presenters at the conference.
Of special interest was the presentation given by Su Lin, founder and chairwoman of China
International Intellectual Resources Development Center for Children (CICC).38 This school
has branches in the United States, Germany, and other countries to facilitate the immersion
of its Chinese students into the culture as well as the language of other countries. Excerpts
from her presentation follow:
It is CICC’s task to be engaged in educational reforms, to establish organizations of intercultural
communications, and to integrate educational institutions with enterprises. Therefore, CICC’s
systems engineering of education is an enormous constitution [composition] of education
and technology, theory and practice, experimentation, organization, and management.
CICC has been incorporated into an international group.
We stress the following aspects:
1. The kind of citizens required by the 21st century will constitute our essential consideration
of educational receivers, aims, and contents.
2. We must do experiments in the search for a new education model.
3. The greatest characteristics of the 21st century will be the internationalization of
education. With that in mind, we aim to develop our education in an international
environment, as education is supposed to be an open system.
4. China is carrying on its social reforms, encouraging individuals and the non-govern335
mental sector to run education. Educational institutions in China are all affected by
the shortage of financial resources.
5. The secure job policy makes education a closed and extremely stable system, closed
to competition. Our curriculum is out of date. Education reforms are imperative in
China….
Sincere love of children is the principle upon which CICC is constructed.…
I am strongly against parents or teachers who impose their own views and demands on
the children. Education is a noble job that calls for devotion and dedication with no reservation.
Chances and conditions for education should be equal for every child….
The cultural, economic, and educational levels for the minorities in Hainan are relatively
low. With these factors in mind, CICC intentionally enrolls students from these minorities
for educational experimentation and research….
The aim of CICC is to develop children into persons with sound personality for the 21st
century. To this end we incorporate the following features:
1. Standardization—a series of educational activities designed, organized, and managed
according to educational principles and social needs to achieve a desired end.
2. Complying with natural law—all educational activities must obey the natural physiological
and psychological development of children. Tampering with these laws leads
to failure, as in the medieval missionary schools and family education.
3. Exploitation—exploiting the tremendous potential capacities of children.
4. Succession and systemization—treat the developmental process as a systemic
whole.
…Personality is the synthesis of a person’s mental and physical qualities. Our proposal
is that elementary education should be globally oriented.... This is the inexorable result of
international economic development.
Education reforms conducted by CICC include the shortening of the whole educational
period to fifteen years of schooling. Weekday boarding is one of the educational facilities of
CICC. They [the students] are required to board at school on weekdays and go back home
by school bus on weekends. We provide boarding for the following reasons:
1. Most people are too busy working to pay enough attention to the education of their
own children.
2. Many of the children come from broken families. The boarding school is a place they
can turn to for comfort. Some even prefer to stay at school on weekends.
3. Many parents are not well-educated themselves and know nothing about how to
bring up their own children.
4. China has a “one-child” policy as a way of controlling the birthrate. It is statistically
shown that problems such as self-centeredness, stubbornness, and dependence are
some common characteristics of only children nowadays. CICC provides boarding
to strengthen the children’s sense of equality, solidarity, and independence.
We have established a school for the parents, where people can learn how to educate
their own children. The overall plan for CICC has Moon Lake as the hub of the community
with the educational center around it. CICC has organized itself into a self-supported international
group corporation of educational institutions and enterprises by opening businesses
and services in children’s education, science and technology, medicine and health, legal,
insurance, trade and tourism.
[Ed. Note: Do the above outlines remind the reader of the New American Schools Development
Corporation’s criteria for schooling in the United States through charter schools that bear
many of the above characteristics? Can the reader recognize the Chinese equivalent of “at-risk”
categories that our country is targeting for educational funding? Does reference to boarding
schools remind the reader of the November 1979 article in The Bangor (Maine) Daily News
about radical changes proposed by a Vermont task force which included boarding schools,
a center for educational research and teacher training, and elements of the school-to-work
agenda for the 1990s?
The above Chinese model, describing the school as the “hub” of the community, bears
much resemblance to the community education programs of the past twenty-five years or so.
While the Chinese still use the word “children” instead of this country’s substitute “human
capital resources,” one must not lose sight of the environment—political, economic, and religious—
in which the above extreme, communist and coercive “educational solutions” are suggested
and established. The reader should also bear in mind that this program was presented
Charlotte received responses from the following three of nation's best education researchers/activists:
Onalaska’s Superintendent must have studied this. ( He believes parents
are the schools biggest problem. I need to dig up the recording of him
saying that at a school board development meeting we had. I always
wanted to make that public knowledge about him. Then parents would
understand the whole process they use to reduce or eliminate parental
control. Right now they refuse to believe it. My emphasis of parents
first, teachers second and agenda last had to go.
Parents are convinced they know nothing about education and are not
qualified to judge. That’s true. Because today’s parents weren’t
educated, they were trained.
Jake
for Leadership in Education, Inc. (ICLE—whose director is Dr. Willard R. Daggett, previously
employed as a co-trainer with William Spady at Outcome-Based Education training sessions
sponsored by Spady’s High Success Network) was held June 26–29, 1994 in Atlanta, Georgia.
Representatives of the educational systems of China, Denmark, England, France, Germany,
Japan, and Russia were included as presenters at the conference.
Of special interest was the presentation given by Su Lin, founder and chairwoman of China
International Intellectual Resources Development Center for Children (CICC).38 This school
has branches in the United States, Germany, and other countries to facilitate the immersion
of its Chinese students into the culture as well as the language of other countries. Excerpts
from her presentation follow:
It is CICC’s task to be engaged in educational reforms, to establish organizations of intercultural
communications, and to integrate educational institutions with enterprises. Therefore, CICC’s
systems engineering of education is an enormous constitution [composition] of education
and technology, theory and practice, experimentation, organization, and management.
CICC has been incorporated into an international group.
We stress the following aspects:
1. The kind of citizens required by the 21st century will constitute our essential consideration
of educational receivers, aims, and contents.
2. We must do experiments in the search for a new education model.
3. The greatest characteristics of the 21st century will be the internationalization of
education. With that in mind, we aim to develop our education in an international
environment, as education is supposed to be an open system.
4. China is carrying on its social reforms, encouraging individuals and the non-govern335
mental sector to run education. Educational institutions in China are all affected by
the shortage of financial resources.
5. The secure job policy makes education a closed and extremely stable system, closed
to competition. Our curriculum is out of date. Education reforms are imperative in
China….
Sincere love of children is the principle upon which CICC is constructed.…
I am strongly against parents or teachers who impose their own views and demands on
the children. Education is a noble job that calls for devotion and dedication with no reservation.
Chances and conditions for education should be equal for every child….
The cultural, economic, and educational levels for the minorities in Hainan are relatively
low. With these factors in mind, CICC intentionally enrolls students from these minorities
for educational experimentation and research….
The aim of CICC is to develop children into persons with sound personality for the 21st
century. To this end we incorporate the following features:
1. Standardization—a series of educational activities designed, organized, and managed
according to educational principles and social needs to achieve a desired end.
2. Complying with natural law—all educational activities must obey the natural physiological
and psychological development of children. Tampering with these laws leads
to failure, as in the medieval missionary schools and family education.
3. Exploitation—exploiting the tremendous potential capacities of children.
4. Succession and systemization—treat the developmental process as a systemic
whole.
…Personality is the synthesis of a person’s mental and physical qualities. Our proposal
is that elementary education should be globally oriented.... This is the inexorable result of
international economic development.
Education reforms conducted by CICC include the shortening of the whole educational
period to fifteen years of schooling. Weekday boarding is one of the educational facilities of
CICC. They [the students] are required to board at school on weekdays and go back home
by school bus on weekends. We provide boarding for the following reasons:
1. Most people are too busy working to pay enough attention to the education of their
own children.
2. Many of the children come from broken families. The boarding school is a place they
can turn to for comfort. Some even prefer to stay at school on weekends.
3. Many parents are not well-educated themselves and know nothing about how to
bring up their own children.
4. China has a “one-child” policy as a way of controlling the birthrate. It is statistically
shown that problems such as self-centeredness, stubbornness, and dependence are
some common characteristics of only children nowadays. CICC provides boarding
to strengthen the children’s sense of equality, solidarity, and independence.
We have established a school for the parents, where people can learn how to educate
their own children. The overall plan for CICC has Moon Lake as the hub of the community
with the educational center around it. CICC has organized itself into a self-supported international
group corporation of educational institutions and enterprises by opening businesses
and services in children’s education, science and technology, medicine and health, legal,
insurance, trade and tourism.
[Ed. Note: Do the above outlines remind the reader of the New American Schools Development
Corporation’s criteria for schooling in the United States through charter schools that bear
many of the above characteristics? Can the reader recognize the Chinese equivalent of “at-risk”
categories that our country is targeting for educational funding? Does reference to boarding
schools remind the reader of the November 1979 article in The Bangor (Maine) Daily News
about radical changes proposed by a Vermont task force which included boarding schools,
a center for educational research and teacher training, and elements of the school-to-work
agenda for the 1990s?
The above Chinese model, describing the school as the “hub” of the community, bears
much resemblance to the community education programs of the past twenty-five years or so.
While the Chinese still use the word “children” instead of this country’s substitute “human
capital resources,” one must not lose sight of the environment—political, economic, and religious—
in which the above extreme, communist and coercive “educational solutions” are suggested
and established. The reader should also bear in mind that this program was presented
at Willard Daggett’s ICLE “Model Schools” conference.]
Charlotte received responses from the following three of nation's best education researchers/activists:
(1) Jake Speed regarding
Willard Daggett’s ICLE “Model Schools” conference.
Willard Daggett’s ICLE “Model Schools” conference.
The sick minds that
have such control issues are the ones who should be the mental health
patients. Not the ones pointing out the disease. I have read decades of
reports from you of mentally ill people being given a stage. Only sick
minds could pursue death of the personalities of children. Only sicker
ones would give them the stage.
This is reminding me
of the cartoons I watched as a young child. The ones with a villain who
wanted to control the world. And there was always a Super Hero to the
rescue. I now have to ask if those cartoons were brainwashing. Did they
embed the belief that one Super Hero could defeat evil all alone? So the
population just watches their heroes go down to defeat because there
are no Super Heroes. Just brave people with a conscience.
I think all too many Americans should be regularly reminded of Thomas Jefferson’s quote.
“Tyranny can only gain a foothold if people of good conscience remain silent”
Charlotte, you are the
closest thing to a Super Hero for education the world has ever known.
But you are only human and the brainwashed can only watch instead of
act. They are paralyzed by stimulus response. The only thing they can
see is fear when they see the truth you provide. Unfortunately that is
the response to your stimulus. So it just becomes easier to ignore it.
Because they choose the slow boiling pot instead.
Without a HUGE rapid
shock, there will be no action by the masses. We have to connect the
school shootings (shock) to this dog training. My brief on that could
be a rough blueprint.
Maybe I should do a YouTube video of the letter and we could send it out. Plant the seed. Hope it grows....
Date: 6/6/18 11:43 AM (GMT-05:00)
Charlotte,
My world changed, forever, on Friday, March 20, 2009. I experienced a spiritual epiphany, as I was heading home from Jefferson City, MO. While listening to the radio, I learned that Janet Napolitano, head of the DHS, had unveiled a Domestic Terrorist Profile, based upon 'intel' compiled by the Missouri Information Analysis Center (MIAC), a fusion center, and with influence from the Southern Poverty Law Center (SPLC). I learned, later, that she did her unveiling in Kansas City, MO.
In a nanosecond, I knew everything moral would be 'judged' as immoral or amoral, etc. Basically, if a person is of any Christian faith, believes in the traditional family, liberty, our sovereign republic, as it was founded, etc., he/she would be targeted as a potential domestic terrorist. I also knew that few would be able to see what I saw that day. It is exciting and refreshing to know others see the evil being pushed upon us, glacially, so as to not alarm the masses that they are being herded into slavery by those of the genteel class.
One of the best 'predictors' of where we are headed, is a column by Alex Newman in The New American, dated December 28, 2015. He discusses the Sesame Social Scoring System in China. Embedded within the column is a brief video, explaining how the system works.
The company 'executing' or 'deploying' this system is 'Ant', which is part of 'Alibaba', which is affiliated with Verizon and Yahoo. Most Americans don't believe that what happens in China can, or will, happen here. I, respectfully, disagree. It may not be deployed in exactly same way, but the draconian dictatorship will be the same, if we don't rise up to defeat it.
It is the battle of God vs. Satan, good vs. evil, and we have the free will to choose which side we favor. If we don't favor God's side, by default, we favor Satan's side. Those who speak out, and act, favor God's side, making us targets of Satan's wrath ..., but this also endears us to God.
A. J.
My world changed, forever, on Friday, March 20, 2009. I experienced a spiritual epiphany, as I was heading home from Jefferson City, MO. While listening to the radio, I learned that Janet Napolitano, head of the DHS, had unveiled a Domestic Terrorist Profile, based upon 'intel' compiled by the Missouri Information Analysis Center (MIAC), a fusion center, and with influence from the Southern Poverty Law Center (SPLC). I learned, later, that she did her unveiling in Kansas City, MO.
In a nanosecond, I knew everything moral would be 'judged' as immoral or amoral, etc. Basically, if a person is of any Christian faith, believes in the traditional family, liberty, our sovereign republic, as it was founded, etc., he/she would be targeted as a potential domestic terrorist. I also knew that few would be able to see what I saw that day. It is exciting and refreshing to know others see the evil being pushed upon us, glacially, so as to not alarm the masses that they are being herded into slavery by those of the genteel class.
One of the best 'predictors' of where we are headed, is a column by Alex Newman in The New American, dated December 28, 2015. He discusses the Sesame Social Scoring System in China. Embedded within the column is a brief video, explaining how the system works.
The company 'executing' or 'deploying' this system is 'Ant', which is part of 'Alibaba', which is affiliated with Verizon and Yahoo. Most Americans don't believe that what happens in China can, or will, happen here. I, respectfully, disagree. It may not be deployed in exactly same way, but the draconian dictatorship will be the same, if we don't rise up to defeat it.
It is the battle of God vs. Satan, good vs. evil, and we have the free will to choose which side we favor. If we don't favor God's side, by default, we favor Satan's side. Those who speak out, and act, favor God's side, making us targets of Satan's wrath ..., but this also endears us to God.
A. J.
Sent from my Verizon Wireless BlackBerry
-
(3) From Ollie Popkin regarding Daggett:
Daggett was a
consultant for the Archdiocese of Philadelphia for 10 years! I caught
his tailend there when my kids began school in the suburbs and i was
floored by a private Catholic school completely shifting before my eyes
from independant to interdependant and all the rest of the 21st century
babble. Now the Archdiocese is a “partner” with the Phila public
schools. The “Blue Ribbon Commission” was able to recommend the closure
and consolidation of many of the parochisl schools including in the
center of my old small town where my parents still live. Empty sitting
there still today. There was no problem with the emrollment, there was a
money issue. Parishoners were not alerted til too late, and despite
raising a million dollars quickly they refused to keep it open. The
financial problems were not caused by parishoners but fabricated due to
more money going out to La Raza etc from the pews and the Saul
AlinskyObama movement. Our town was completely taken over politically
with intentional activists renting all the apartments they could to kill
the once top 5 wealthy county in America... you know the story.
Daggett a demon where is he now? Down the memory hole. He is the reason i began researching.
Thanks for all you do!
