You would think that after six years, more people would wise up to how the Progressives use communication tricks to crush their opponents, in some cases making them look very stupid, while they deceive and manipulate those who follow them. Let me give you a very simple example.
During the contraception discussions, did you noticed that a new term was launched and is still being used currently, i.e., “War on Women!” When this happens, it becomes a coordinated effort to get out a blanket message that will disparage everyone and anyone who opposes their point of view.
In other words, if you disagree with having to pay for a women’s contraceptive products, you are labeled as someone who wants to restrict a women’s access to those products – which is obviously not true. But the greater damage is done by labeling you as someone who hates women, and is participating with everyone else who opposes paying for the products in what is now called a War on Women. Repeat this over and over and one would think that everyone who is conservative hates women. Not even close to being the truth. It’s a propaganda trick.
Let’s look at abortion. It’s obvious that per the Supreme Court, abortion under certain circumstances is legal since Roe VS Wade. But it’s also a law that Government funds are not supposed to be used to fund abortions. However, since Obama Care, we are seeing that government funds are indeed, through the mandates to insurance companies, paying for abortions. When those of faith stand up and say they don’t want their taxes to go for the funding of abortions either directly or indirectly, they are immediately labeled as radicals who are depriving women of their right to choose and are part of this ‘War on Women.’ This is very ugly and very dirty politics.
This tactic has been used over and over again ever since we were introduced to it by Mr. Obama and his team of radical social engineers. You will find the source of this tactic in the book, Rules for Radicals by Saul Alinskey. If you oppose spending billions on solar and wind energy by subsidizing companies, of which a high percentage are going bankrupt like Solyndra, you are never allowed to be seen as thoughtful or caring about our tax dollars. Instead, you are labeled as one of those who want dirty air and water. If you oppose the spending of hundreds of millions on a federal evening school meal program that should be handled, if needed, by the states, ‘you don’t care about kids.’
As Obama is building its dependency class of Americans, you will notice that he and his pundits will always point out the one person who is helped, as they tug on your emotional heart-strings, while never letting you hear about the fifty people who are financially crushed by the cost. Let’s look at one example you may be missing.
I have shown you clearly that the unemployment number being reported by the Government is bogus, as it does not take into account the millions of Americans who have had their unemployment expire and they have given up looking for work. As a reminder here is the site that gives you the accurate and true figures. www.usdebtclock.org
Look to the right column and see the number of people who are “actually” unemployed. Twice that of the ‘reported’ number or about 20 million people. That translates into a true unemployment figure of over 14%. Many of those people are in their late 40s to late 50s and have lost their health insurance with their jobs.
So now you are hearing from the administration how these people are being helped by Obama Care. However, without a job they can’t afford Obama care policies. So, even if they are given a 100% subsidy, while they may have healthcare insurance, most will not be able to pay the high deductibles or co-pays. They may have health insurance, but not the means to medical services. However, the ‘talking points’ won’t mention that. They will just tout how thousands of people, who didn’t have health insurance, now do so because of the wonderful program we call Obama Care. Notice as they give you the number of people who have received health insurance through Obama Care (most of those numbers are greatly exaggerated), they don’t mention the five times that number who have lost their healthcare insurance.
What you will never hear is that millions of working people will pay hundreds of dollars more each month for their health insurance, just in order to pay for those who are not working. My son is a victim of this merry-go-round. He saw his insurance go from $350.00 a month to over $900 a month and his deductable go from $3,000 to $6,000. Even though he makes good money as a middle class tech professional, he’s going without insurance this year but still will pay a fine, sorry, “tax” of over $900.
Obama and his followers don’t seem to care about people like my son or the millions like him. Voice your opposition to this practice and you are labeled as one who either hates people who are ‘down on their luck,’ or that you are just an insensitive horrible person. You will never hear about how the cost of Obama Care is soaring and how they are not getting the balance of healthier, younger people to sign up and pay the huge over-cost premiums to off-set the subsidies. They keep pouring on the talking points every day so you don’t think about the damage and politics behind postponing the company mandates.
You only have to ask the right questions to get the truth. If Obama Care is so good… why did so many Obama supporters apply for, and get exemptions?!! If it’s so good, why has Obama had to postpone many of the core policies of the law? Could it be because they don’t want it to become public yet how many more tens of millions of Americans will be hurt by the law until after the next election? If Obama Care is so good, why do you have to be forced to buy it?
You On The Receiving End Are Suckers Who Are Being Used! –
That’s correct! You may think this is good for you and in response adore the Obama policies and him personally because you think he cares so much about you. Sorry, but you would be very wrong! You are just the lucky recipient NOW… the few who are getting the subsidies right now.
Never forget, what the government gives you now, it can take away at any time. How long before another group of people will be more important to advance their agenda than you? How long before you will start to see your ‘free stuff’ go away. Need proof? Look at seniors. Obama took over 700 billion from Medicare to fund the first two years of Obama Care. What do you see happening to seniors? We are seeing our doctors leave practice or refusing to accept Medicare because their reimbursements are being cut so drastically. My own doctor is calling it quits this year; he’s done with the hassle. We are seeing our hospitals pulling out of Medicare networks. It’s rumored that we will lose our Advantage programs next year. Understand that this is the group, that through AARP, were catered to and given so many great low-cost programs to get their support. Now they are being thrown under the bus.
Understand something: as this group of Socialist and Marxist continues their attempt to expand the power of the executive branch, and test the limits of how much they can dictate by changing and/or ignoring passed laws, along with writing regulation through executive orders, the administration is paying very little of the cost for any of their programs, as evidenced by the amount of debt that they are racking up. Who’s going to pay back all that debt? Our kids, grandkids and even our great-grandkids? http://finance.yahoo.com/blogs/just-explain-it/just-explain-long-payoff-u-debt-145729149.html
So where does this all lead? Through the manipulation… a divided nation. Racially, economically, gender, and even generationally. What is the reality of our increasing debt?
To understand the big picture let’s bring it back down to a personal example:
You decide you want to be president of your local Home Owners Association. To get support, you change the spending habits of the HOA. You increase spending until you are spending over 106% of the annual income, giving some members free stuff.
You offer those who are having a problem paying their mortgage a subsidy to help them out. You borrow the money. You give to those who can’t afford it, enough money to fully landscape their front yards and put a fresh coat of paint on their homes. You borrow the money. You step up the spending by giving all the kids in the neighborhood new bikes and scooters and for those neighbors who don’t have one… a second car. You borrow the money.
Everyone thinks you are just a great guy and everyone in surrounding neighborhoods are so envious of how wonderful the appearance of your neighborhood is and all the extras your home-owners have. But then a few years into your presidency, you discover that you can’t borrow any more money… you are cut off. So you raise the dues by 100%, 200% even 300% on those who are working and have good jobs. But you find that many can’t afford that and move from the neighborhood, leaving their homes empty. As a result, the debt grows even more rapidly from lost dues income. One day you realize that you can no longer pay your debts and finally go bankrupt, at which point everyone loses everything. Debt enslaves us all, and in the end if you can’t pay that debt, you lose everything you ever worked for.
Can’t happen in America? Think again. Mathematics don’t lie. You can take my example and apply it to your own life, any company, any organization and it all works the same way. Keep spending until you can’t afford to pay your lender back, and you go bankrupt. How many cities in our great nation have already gone bankrupt? How long before a state goes bankrupt?
Do you remember the famous lines from Titanic? “She’s unsinkable.” Then after she hit the iceberg her builder, after assessing the damage, said: “She has five compartments taking on water. Each will fill; flow over to the next until she sinks.” One of the other men said: “She can’t sink! She’s unsinkable”. The response was absolute: “She’s made of iron, Sir, and in a little over two hours all this will be at the bottom of the Atlantic… It’s a mathematical certainty.”
Use your common sense, don’t be manipulated by carefully designed propaganda and social engineering manipulation tactics. Stand up and let your elected officials know where you stand. And in November, do the only thing that can save our great Republic. Get rid of every irresponsible, self-serving person who voted for Obama Care, Card Check and Cap and Trade and replace them with fiscal conservatives from any party who will care enough to save us first financially.
The rest has to wait, as nothing is more important than getting our country’s financial house in order. It may mean walking back all the radical ecological policies for a while and exploit our energy sources to provide millions of new jobs. Build the Keystone Pipe-line, expand oil and natural gas drilling on federal lands.
It may mean stopping all the energy subsidies. It may mean not exporting any oil or refined gasoline until the cost of OUR gasoline at the pumps is below $2.00 a gallon. It may mean sacrificing a few fish in the CA northern valleys while we start producing an abundance of food to bring down food prices.
It may mean lowering taxes for both companies and individuals, so that companies will have the incentive to grow and hire, and for individuals to start businesses and put more spendable dollars in the pockets of average Americans. And yes, it may mean that some of you who are receivers may need to do everything and anything you can to get off the dole and back to work being productive. If we don’t… if you don’t… we will all lose in the end and our kids and grandkids will not have the opportunity to realize their dreams in a healthy capitalistic free-enterprise system.
I welcome your comments.
Average American Bob
From Factual Education to Global Mind Control
A “Common Core” for a Global Community
“The task before UNESCO… is to help the emergence of a single world culture with its own philosophy and background of ideas and with its own broad purpose.”  Julian Huxley, the first head of UNESCO, 1947.
The goal of education has changed! Our schools no longer teach the kind of literacy, history, math, and morality that we once considered essential to responsible citizenship. The new generation of post-modern students are being trained to believe whatever might serve a pre-determined ‘common good.’
If their educators succeed, tomorrow’s students will have neither the facts nor the freedom needed for independent thinking. Their “common core” will be based on a global collective agenda, not on American freedom or Christian values. Like Nazi youth, they will be taught to react, not think, when nudged to do the unthinkable.
Dr. Thomas Sowell summarized this mind-changing process in a 1993 article titled “Indoctrinating the Children”:
“The techniques of brainwashing developed in totalitarian countries are routinely used in psychological conditioning programs imposed on American school children. These includeemotional shock and desensitization, psychological isolation from sources of support, stripping away defenses, manipulative cross-examination of the individual’s underlying moral values, and inducing acceptance of alternative values by psychological rather than rational means.”
“O our God . . . we have no might against this great company that cometh against us;
neither know we what to do: but our eyes are upon Thee. (2 Chronicles 20:12)
The Global Roots of “Common Core” Education
Parents beware! A New World Order is rising. It has no tolerance for Christianity, traditional values, or historical facts that expose its lies. The seeds for this transformation were planted long ago, but few saw the warning signs. Now that the evidence is too vast to deny, we need to prepare our children for a different kind of world: a world where an educated and responsible citizenry no longer exists in sufficient numbers to maintain the rule of law and individual freedom.
Today’s education goals were envisioned more than a century ago by socialist American and British elites who steered the process from behind the scenes. Though the labels changed through the years, they all served a globalist vision of a totalitarian world equipped to conform young minds to a socialist/Communist system.
Each decade brought us closer to the fulfillment of that anti-Christian agenda. The latest version of the international education plan is called “Common Core” (CC) or “Common Core Standards” (CCS) or “Common Core State Standards (CCSS) in America. These deceptive labels hide the global agenda—at least for the moment.
“Common Core” is the latest extension of previous programs aimed at mind-changing compliance with UNESCO’s evolving guidelines. You may remember some of the past titles: Education for All, Outcome Based Education, Quality Learning, No Child Left Behind, etc. In the years ahead, new labels and propaganda will surely continue to push this global agenda forward until the world’s elite masters decide that they have reached their goal: total control of the serfs that serve them.
In a 2009 article titled “The Spiritualization of Science, Technology and Education in a One-World Society,” Dr. Martin Erdmann writes,
“Aldous Huxley envisioned a future world society totally controlled by an elite group of scientists. His best-known fictional work explicating this dire prospect bore the title Brave New World. Years later he would “revisit” his prognostications only to conclude that he had underestimated the rate of change realizing his darkest fears.”
Aldous, brother of the prominent Julian Huxley who served as the first Director-General of UNESCO, had reason to be concerned. Raised among British socialist/globalist elites (some of whom funded Communism in Russia), he shared their vision and glimpsed their totalitarian goals. Of course, he didn’t know that more than half a century later, the global-minded Bill Gates would use his wealth to help establish that long-term vision:
“Gates’ astronomical wealth has persuaded millions that Common Core is the solution to education problems…But… the truth remains that whenever unelected philanthropists are permitted to direct public policy, the voting public gets cut out of the process.”
As you scroll down the century-long chronology, notice the powerful people, the elitist organizations, and the wealthy foundations that have planned, steered and funded the amoral transformation of our schools, churches and communities. Their common goal is global socialism: a totalitarian new world order!
Behind that long historical chronology stood influential elites who supported the global vision. They include bankers, presidents, politicians as well as members of secret societies such as The Council of Foreign Relations (CFR), Skull and Bones, Bilderberg and the Trilateral Commission. They didn’t leave Obama to rule by himself. Just as President Woodrow Wilson had Colonel Mandel House as his secretive mentor, so President Obama is surrounded by global-minded counselors such as Joe Biden, Zbigniew Brzezinski and others.
So Who Will Rule the Global School?
Seven years ago a world-changing event took place. It would revolutionize education, families, faith and basic values in our fading “land of the free.” I’m referring to the Moscow Declaration that was officially adopted on June 2, 2006, by the Education Ministers of the United States, the Russian Federation, Canada, France, Germany, Italy, Japan and the United Kingdom. The members of this international “Group of Eight” (G-8) have committed their nations to “cooperation in education at all levels in the 21st century.”
What about America’s “Common Core” standards? How do they fit into the Moscow Declaration?
Marketed to American families as an improved education program, the actual truth about “Common Core” has been hidden from us. Our government leaders didn’t tell us that we were already committed to a multinational education agenda! But it all makes sense when we consider the century-old movement toward global education and a new world order!!
Back in 2006, Eagle Forum’s Education Reporter explained the implication of the “Moscow Declaration‘:
“Russia’s Science and Education Minister Andrei Fursenko described the declaration as ‘both a final document of the conference and the document that will be implemented by education ministers of all the world countries and international organizations, including the World Bank, UNESCO, and UN.'”
That certainly sounds like a global education system, doesn’t it? But the American people were kept in the dark! The Education Reporter continues,
“The U.S. Department of Education said the member delegates ‘pledged to share best practices across borders’ to build ‘education systems that can allow people… to live and contribute to a global society…’
“Included in previously adopted initiatives… are those from UNESCO as well as the 1985 agreement with the USSR [before the end of “the cold war”] called ‘The General Agreement between the Government of the United States of America and the Government of the Union of Soviet Socialist Republics [USSR] on contacts, exchanges and cooperation in scientific, technical, educational, cultural and other fields.’…
“What can be expected from the Moscow Declaration? If the historical results of U.S. participation with international reforms continue in the same vein, it is not unreasonable to expect the whole of U.S. education — from preschool, elementary, secondary, and higher education — will encounter further upheaval and decline.”
Today’s sobering realities remind me of the boastful statement made by Nikita Khrushchev back in 1959. Perhaps he was right:
“You Americans are so gullible. No, you won’t accept communism outright, but we’ll keep feeding you small doses of socialism until you’ll finally wake up and find you already have communism. We won’t have to fight you. We’ll so weaken your economy until you’ll fall like overripe fruit into our hands.”
But God said: “My grace is sufficient for thee:
for my strength is made perfect in weakness.'” (2 Corinthians 12:9)
The Common Core Standards Guides the Global Agenda
It’s hard to define the actual Common Core standards. Shrouded in positive promises and perplexing assertions, many ordinary readers are left wondering what’s true or false. Faced with open-ended and unfamiliar terminology, concerned parents are confused and discouraged. They may recognize the false marketing and deceptive propaganda, but they don’t know where to find honest answers. For example, the mission statement posted at “Common Core State Standards Initiative” is anything but clear:
“The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.”
What does it mean by “robust”? Is it “relevant” to the success of all students or just to those who will embrace the spreading immorality and group thinking?
Last year, those confusing but nice-sounding promises brought rapid enthusiasm among some parents, but skepticism is now growing fast. Just ponder the statements below. How do we interpret words such as “clearer and higher” or “rigorous contents”? What does “rigorous” mean in a classroom where facts are replaced by group speculations and dialectical thinking? How can concerned parents find answers to bewildering slogans such as these:
- Fewer, clearer, and higher, to best drive effective policy and practice;
- Aligned with college and work expectations…
- Inclusive of rigorous content and applications of knowledge through higher-order skills…
- Internationally benchmarked, so that all students are prepared for succeeding in our global economy…
- Research and evidence-based.
This global agenda is far more intrusive, demanding and dangerous to Christian families than most of us can imagine. So ponder this important warning from Phyllis Schlafly:
“UNESCO’s efforts in the 1960s and 1970s to influence U.S. school curriculum were unsuccessful. But now UNESCO has found a sugar daddy. On November 17, 2004 at UNESCO’s headquarters in Paris, UNESCO signed a 26-page ‘Cooperation Agreement’ with Microsoft Corporation to develop a ‘master curriculum (Syllabus)’ for teacher training in information technologies based on standards, guidelines, benchmarks, and assessment techniques. The Agreement states that… ‘UNESCO will explore how to facilitate content development.’
“Following the signing of the Agreement, UNESCO Director General Koichiro Matsuura explained it in a speech. One of its goals, he said, is ‘fostering web-based communities of practice including content development and worldwide curricula reflecting UNESCO values.’ No doubt that is agreeable to Bill Gates because the Agreement states that ‘Microsoft supports the objectives of UNESCO as stipulated in UNESCO’s Constitution.”
Before long, Bill Gates and his UNESCO partners had prepared the following “core standards.” Notice that they are far more honest and threatening than the previous propaganda.
- Environmental education will be incorporated in formal education.
- Any value or attitude held by anyone globally that stands independent to that of the United Nations’ definition of “sustainable education” must change. Current attitudes are unacceptable.
- Education will be belief-and-spirituality based as defined by the global collective.
- Environmental education will be integrated into every subject, not just science…”
Today’s emphasis on “saving the earth” will surely involve mental manipulation and moral degradation. The suggested earth-centered spirituality in the third point would fit well in a culture of promiscuity, propaganda and paganism. And the spreading seductions of the occult will speed the rising hostility toward Biblical truth and values. The second and fourth points speak for themselves. Everything must change! “Current attitudes are unacceptable.”
This transformational process is well under way. Ponder the moral values taught through the new “Common Core ‘Exemplars’” listed here: http://www.corestandards.org/assets/Appendix_B.pdf. Notice on page 108 that this list of chosen “Text Exemplars” includes a sexually explicit novel by Julia Alvarez for ninth and tenth graders. Dr. Mary Grabar gives us a glimpse of its corrupting context:
“I must admit that I would have been too embarrassed to teach Julia Alvarez’s sexually explicit novel, In the Time of the Butterflies, to the college students I have taught for over twenty years, much less to ninth- and tenth-graders, as many Georgia high school teachers have been instructed to do.
“Some high school teachers also have a problem with its overtly feminist and leftist-leaning ideology. The men are portrayed as weak drunkards, continually cheating on their wives….
“The novel is taken straight from Common Core’s “Text Exemplars” for ninth and tenth graders. Although the “exemplars” are officially intended to be suggested readings, educrats take the suggestions literally. They know that they have to prepare students for the national tests being rolled out in 2014-2015.
“For example, there is a drunken New Year’s celebration of ‘the triumphant announcement. Batista had fled! Fidel, his brother Raul, and Ernesto they call Che had entered Havana and liberated the country.’ No indication in the novel that Fidel and Raul turned out to be tyrants, or Che a mass murderer. The novel has explicit descriptions of masturbation and intercourse, but I’m too embarrassed to quote those.”
If only the students children would be equally embarrassed! But part of the purpose for corrupt literature is to replace Biblical morality with immoral sexuality and all kinds of other hindrances to Christian values. May God show us how we can best equip our children to stand firm in Christ in the midst of the coming battles.
Envisioning an Interconnected World
“In the global village … networks will link students around the world to each other and to a vast body of information and human knowledge.”
That promise was made in 1994 during a trans-Atlantic conference between Washington and Berlin. Education Secretary Richard Riley and Labor Secretary Robert Reich shared strategies for building theGlobal Village Schools with their German counterparts. They agreed that educational accord would be vital to their goal of “enforcing social transformation.”
Do you wonder what kind of “social transformation” they planned to enforce? Was personal liberty on their agenda? Or did they seek totalitarian government control as in the French Revolution? What goals and values would guide their plans for global education and social transformation? Capitalism? Socialism? Or Communism? Or a new form of totalitarianism?
And where does militant Islam fit into this global power struggle for the collective minds of children? Its ambitious Sharia-minded leaders are unlikely to compromise! And why would they? Corrupt politicians and liberal media masters are already bending over backward to accommodate Islamic “rights.” But Islamic leaders have their own agenda in America as well as in the Middle East, and they will not tolerate our Christian beliefs.
Remember, Aldous Huxley warned us about such planned distractions long ago. Surrounded by British Fabian Socialists, he became increasingly troubled about the spread of totalitarianism. In 1958, after the deadly fallout from Communist and Nazi tyranny, he shared his concerns in a sobering 1958 book, Brave New World Revisited:
“In Brave New World [his previous book] non-stop distractions of the most fascinating nature… are deliberately used as instruments of policy, for the purpose of preventing people from paying too much attention to the realities of the social and political situation….
“In their propaganda, today’s dictators rely for the most part on repetition, suppression and rationalization: the repetition of catchwords which they wish to be accepted as true, the suppression of facts which they wish to be ignored, the arousal and rationalization of passions which may be used in the interests of the Party or the State.
“As the art and science of manipulation come to be better understood, the dictators of the future will doubtless learn to combine these techniques with the non-stop distractions…”
Bombard children with mind-changing suggestions
A familiar tale told to first-graders in Pennsylvania illustrates both the tactics and the planned transformation of the world. We all know the story of the Little Red Hen who wanted some bread to eat. She asked some of her barnyard friends to help make it. But the cat, the dog, and the goat all said “no.” Finally she did all the work herself. Yet, when the bread was done and its fragrance spread throughout the farm, her unwilling neighbors were more than willing to help her eat it.
“Won’t you share with us?” they begged.
“No,” she answered. “Since you didn’t help, you don’t get anything.”
In the context of traditional values, the moral of the story might be: you get what you work for. But those who have learned to think and see from the new global perspective are led to a different conclusion. Listen to the kinds of questions the first grade teacher asked her class:
“Why was the Little Red Hen so stingy? Isn’t it only right that everyone gets to eat? Why wouldn’t she share what she had with some who had none?”
The concerned mother who heard and reported this story asked, “What kinds of values were the children taught?” The new interpretation emphasizes love and sharing, but what is missing? How might it confuse a child’s values?
The answers are obvious. The children were taught socialist values. The new interpretation vilified values that had motivated Americans to be diligent, responsible and fair. The teacher’s questions were actually strategic suggestions prompting the group to ridicule traditional values, to see reality and society from the new politically correct perspective, and to intimidate and shame anyone who dared to disagree.
A new mental “framework” is vital to the global paradigm shift. But to launch the new system, the old patterns must be blurred, broken and forgotten. The educational establishment knows that children who are fed a daily diet of biblical truth will resist their plans for change. They also know that students bombarded with strategic suggestions will probably reject Christianity. If schools can build the “right” kind of filter in the minds of young children, the new global beliefs will fit right in.
Focus on feelings, not facts
This shift from factual education to mental manipulation and feeling-based learning began more than seventy years ago. Through the decades, the strategies used to manipulate minds in the Soviet Union and Nazi Germany were developed, first at the Tavistock Clinic near London and later at Germany’s Frankfurt School (originally called Frankfurt Institute for Social Research). Their mind-bending methods soon spread to a rising number of psycho-social research centers in America. They were fine-tuned at Columbia, Harvard, Stanford and other American universities, at our regionaleducational laboratories and at the Aspen Institute for Humanistic Studies where Elian Gonzales was remediated in preparation for his return to a Communist system.
At the 1989 Governor’s Conference on Education in Kansas, Dr. Shirley McCune, then head of the Mid-Continent Regional Educational Laboratory, summarized the policy in her keynote speech:
“The revolution… in curriculum is that we no longer are teaching facts to children…. We no longer see the teaching of facts and information as the primary outcome of education.”
“What will take the place of logic, fact and analysis in the coming age?” This rhetorical question was raised by Dr. Donald A. Cowan, president emeritus of the University of Dallas. His revealing answer exposes an important step toward the new consensus:
“The central way of thought for this new era will be imagination…. Imagination will be the active, creative agent of culture, transforming brute materials to a higher, more knowable state.”
A simple example of this process was exposed by a Christian teacher in Sunnyvale CA. During a public elementary school assembly, the students sang the words of the Peacemakers’ Planetary Anthem to the tune of the Star Spangled Banner. This melody, which has symbolized freedom to those who have loved America, now became a tactical trigger used to turn hearts from the old ways to the new vision.
To shape “world-class students” who see reality through a multicultural filter, social engineers keep testing their latest modification strategies on our children. One tactic is managed group thinking (the dialectic process) which prompts them to reject their old home-taught morality and embrace the collective values of their dialoguing classroom group.
The Left may win the next battle in this spiritual war. The signs of a global revolution are already too close for comfort. We can no longer count on the American Constitution which was based on Biblical principles. More often than not, today’s choices are totally contrary to America’s founding values and God’s wise guidelines.
But our Lord still reigns! In the midst of this spiritual war, He will surely provide His strength, wisdom and His comforting nearness to all who choose to trust and follow Him!
“The LORD is my rock, and my fortress, and my deliverer; my God, my strength, in whom I will trust; my buckler, and the horn of my salvation, and my high tower. I will call upon the LORD, who is worthy to be praised: so shall I be saved from mine enemies.” (Psalm 18:2)
1. Julian Huxley, the first head of the United Nations Educational, Scientific and Cultural Organization (UNESCO). http://www.crossroad.to/Quotes/globalism/julian-huxley.htm
2. Thomas Sowell, “Indoctrinating the Children,” in Forbes, February 1, 1993, p. 65.
3. Dr. Martin Erdmann, “The Spiritualization of Science, Technology and Education in a One-World Society,” January 2009, Volume 2, http://www.clinam.org/images/stories/pdf/volume2.1.pdf
4. Top Ten Scariest People in Education Reform: #5 – Bill Gates, August 2013. http://whatiscommoncore.wordpress.com/2013/03/28/top-ten-scariest-people-in-education-reform-5-bill-gates/
6. John Dewey, “Religion and our Schools.” Abstract: “In 1908 . . . Dewey, wrote a paper ‘Religion and our Schools’. In it he argued that religion should not be taught in schools. Yet Dewey had his own radical religious views. These views are now more widely accepted and religious education less confessional.” July 6, 2006. http://www.tandfonline.com/doi/abs/10.1080/0141620980200202#preview
7. Dennis Laurence Cuddy, Ph.D., Chronology of Education with Quotable Quotes, 1994, p. 18.
8. The Humanist Manifesto 1 (1933) was the first public declaration of the views and objectives of humanism. It rejected God and His values but affirmed humanist faith in the power and evolution of man.The Humanist Manifesto II (1973) reaffirmed and amplified this man-centered, relativistic, utopian belief system. http://en.wikipedia.org/wiki/Humanist_Manifesto_II
9. “Willard Givens presented a report titled “Education for the New America” at the 72nd Annual Meeting of the NEA, held in Washington, D.C. in July 1934. Cited by Dr. Dennis Cuddy, Chronology of Education with Quotable Quotes, p. 20.
10. Joy Elmer Morgan, “The United Peoples of the World,” The NEA Journal (December 1942); p.261.
11. “National Education in an International World.” Printed by the NEA in 1946.
12. J. Elmer Morgan, “The Teacher and World Government,” The NEA Journal (January 1946); p.1.
13. Julian Huxley, first head of UNESCO, (Washington DC: Public Affairs Press, 1947). See http://www.crossroad.to/Quotes/globalism/julian-huxley.htm
14. Dennis Cuddy, Ph.D., The Grab for Power: A Chronology of the NEA (Marlborough NH: Plymouth Rock Foundation, 1993); p. 8.
15. John I. Goodlad & Associates, Curriculum Inquiry—the Study of Curriculum Practice (NY: McGraw Hill, 1979), 261.
16. Humanist Manifesto II, Tenet #12. http://americanhumanist.org/Humanism/Humanist_Manifesto_II
17. The NEA promotes “A Declaration of Interdependence: Education for a Global Community,” September, 1976. Cuddy, Chronology of Education, p. 59.
18. Muller’s beliefs and influence are explained in Brave New Schools [by Berit Kjos], Chapter 2: “The International Agenda” at http://www.crossroad.to/Books/BraveNewSchools/2-International.htm
19. The Conference on “Learning for All: Bridging Domestic and International Education” with Barbara Bush (Honorary Chair) and a Russian keynote speaker, Elena Lenskaya, October 30-November 1, 1991.
20. The text of “The United Nations World Pledge” was recited by students at a Brownsville (Texas ) school, TiVo Community Forum Archive 1, http://archive.tivocommunity.com/tivo-vb/showthread.php?s=&threadid=78176
21. Dennis Laurence Cuddy, Ph.D., Chronology of Education With Quotable Quotes (Highland City, FL: Pro Family Forum, Inc., 1993).p. 100.
22. ‘Moscow Declaration” Adopted by G-8: Education Ministers—Secretary Spellings Commits U.S., Eagle Forum, U.S. Dept. of Education, June 2, 2006.http://www.eagleforum.org/educate/2006/june06/moscow.html
25. Nikita Khrushchev, “Dark Predictions of a KGB Defector,” 1959 at http://frontpagemag.com/2010/10/19/dark-predictions-of-a-kgb-defector/print/
28. Phyllis Schlafly, “Bill Gates Teams Up With UNESCO,” Eagle Forum, November 30, 2005. http://www.eagleforum.org/column/2005/nov05/05-11-30.html
30. Mary Grabar, “Common Core ‘Exemplars’: Literature with Graphic Sex and Praising Castro,” Text Exemplars” for 9th and 10th grades, May 7, 2013,http://watchdogwire.com/florida/2013/05/07/common-core-exemplars-graphic-sex-and-praising-castro. See the new “Common Core ‘Exemplars’” listed here:http://www.corestandards.org/assets/Appendix_B.pdf.
31. From a publicity flier announcing the trans-Atlantic conference held April 10-13, 1994.
32. Aldous Huxley, Brave New World Revisited (Perennial Library,1958), pps. 36-37. www.crossroad.to/Excerpts/books/transformation/brave-revisited.htm
33. This story was included in the first grade curriculum in New Pittsburgh, PA. The story was also told–using the new paradigm context–at a parents’ meeting explaining Character Education. Anita Hoge, formerly a Pennsylvania mother and researcher, reported the story to me.
34. At the time of her 1989 keynote speech, Shirley McCune presided over the Mid-Continent Regional Educational Laboratory (McREL). The Regional Educational Laboratories are private, non-profit corporations which are funded, in whole or in part, under Title IV of the Elementary and Secondary Education Act of 1965.
35. Spoken at a 1988 forum address at the Dallas Institute of Humanities and Culture. This address formed the nucleus for his book, Unbinding Prometheus: Education for the Coming Age.
[Article Reprinted with Permission]
by Bert Kjos 2003
Original Source: http://www.crossroad.to/articles2/0013/common-core/1-common-core-lighthouse.htm
The Mind-changing Myths of AVATAR
Blending Hinduism, Shamanism and Goddess Spirituality
By Berit Kjos – February 7, 2010
|“We…need to reawaken something very old…our understanding of Earth wisdom. We need to accept the invitation to the dance — the dance of unity of humans, plants, the Earth.” Deep Ecology“I propose that Cameron is alluding to that tenth avatar of Vishnu becoming manifest as the US marine in Pandora’s universe. The deliberate choice of the blue skin instantly, magically and metaphorically relates our protagonist to two previous avatars namely Rama and Krishna.” Sita Wadhwani, Mumbai Editor“When I woke up this morning after watching Avatar for the first time yesterday, the world seemed… gray. It was like my whole life, everything I’ve done and worked for, lost its meaning…. I live in a dying world.” Avatar-forums.com|
Imagine a new world! Visualize its beauty! Flow with your feelings! Become one with all!
But what about reality?
With their cat-like eyes, pointed ears, snarling hiss and balancing tails, the tall Na’vi humanoids fit right into a spiritual network that supposedly links everything on Pandora, a lush distant moon. Environmentally attuned, they ride through the skies on powerful birds, climb the stony walls of magnificent hanging mountains, and worship their goddess. Naturally, they despise the corporate monstrosity that has invaded their habitat in search of priceless resources.
Those earthly intruders intend to excavate Pandora’s most sacred spot. To avoid war, they brought a scientific team trained to befriend the indigenous Na’vi people and persuade them to move.
That team includes latecomer Jake Sully, a paraplegic Marine replacing his slain twin brother. After some training, his mind and consciousness would periodically be transferred to his Na’vi-like avatar — a body originally made to match his brother’s DNA.
Remember the Hindu word avatar? It refers to an incarnation or manifestation of a Hindu god. The most common avatars are incarnations of the god Vishnu, and they include the mischievous flute-playing Krishna and the bow-and-arrow carrying Rama (pictured below). Both are usually pictured with bluish skin — just like the native Na’vis.
Testing his new avatar legs, tail and body, Jake heads for the forest, admires the flowers, and faces a rhino-sized beast. This strange world is nothing like the gray, polluted earth he left behind!
Moments later, a snarling panther-like thanator chases him deeper into the woods where he meets the beautiful Neytiri who aims her bow and arrow at him. Fortunately, she receives a message from her mysterious goddess through a cloud of white flower-like creatures that settle on Jake — a clear sign that the goddess [Eywa] wants Neytiri to befriend this ignorant stranger. But first she scolds him for causing the death of other terrifying pursuers.
Hmmm. Do you wonder why Neytiri carries a bow and arrow when all life is one?
Jake does his best to follow the sure-footed Neytiri (climbing, leaping, etc.) back to Hometree, her clan’s sacred domain. She introduces him to Mo’at, her psychic mother who happens to be the tribal tsahik (shaman speaking for Eywa). She tells her daughter to train this “dreamwalker” in their native ways. Some of the clan warriors look skeptical.
Jake is a good pupil, and his lessons on pantheistic unity soon shift his loyalty from his worldly mission to the tribe and Eywa. So when his commander prepares to destroy Hometree and much of the sacred forests, Jake springs into action. Through psychic linkage, he tames and rides the fiercest bird of all — the mighty Toruk, who became his “spirit animal” through a ritual Spirit Quest.Speeding above the forests, he gathers Pandora’s tribes for war.
He prays to Eywa for help, and she answers his plea. She summons birds and beasts of every kind. With such an army, how could they lose?
Her final “miracle” is to transfer Jake’s life from his injured earthly body to his Na’vi avatar. The earthly human dies, then awakens to new life in a pantheistic “paradise.” By putting his faith in the pagan goddess, Jake had earned the honor of a counterfeit resurrection. Now, he’s one of them!
It all sounds good to earthlings who love the myth of mystical oneness! No wonder thousands of viewers became depressed (even suicidal) after their virtual experience of Pandora’s wonders. To them, dropping their 3-D glasses into the recycling bin at the exit means a dreaded return to a dull reality! Ponder the potential effect of this seductive journey on those who love fantasy more than facts:
“Ever since I went to see ‘Avatar’ I have been depressed. Watching the wonderful world of Pandora and all the Na’vi made me want to be one of them. I can’t stop thinking about all the things that happened in the film… I even contemplate suicide thinking that if I do it I will be rebirthed in a world similar to Pandora…'” (Mike at Avatar-forums.com)
The reality behind this mind-bending, feeling-based mythology is the existence of an occult spiritual system. Avatar’s promotion of pantheism and panentheism (see Glossary of Religious Terms) point to the “spiritual unity” at the heart of Hinduism, Native American shamanism and the worship of Mother Earth. They all clash with God’s truth.
“Woe to those who call evil good, and good evil; who put darkness for light, and light for darkness!” Isaiah 5:20-21
1. Hindu gods and their avatars
Writer and director Sudipto Chattopadhyay believes that Cameron’s choice of the title (Avatar) reflects a Hindu perspective:
“The ancient Hindu scriptures have forever reiterated that whenever the world would be on the brink of disaster and mankind faces extinction… the divine Lord Vishnu would consider it his duty to manifest himself in mortal, palpable form to save mankind from the impending doomsday. …the Avatar is meant to be the savior, the messiah of his own race and people.”
In Cameron’s mythical movie, planet Pandora was certainly facing a major disaster, and Jake — incarnated in his Na’vi avatar — seems to be the saving avatar. After all, he was chosen and approved by the goddess herself!
Chattopadhyay is not the only one affirming the Hindu suggestions in this movie. Rajan Zed, president of the Universal Society of Hinduism, repeats the need for intervention through an avatar — though he may not approve of this movie:
“‘Avatar’, a Sanskrit term, means descent or incarnation. Hinduism is shaped by its traditional belief in the incarnation of Vishnu (the Preserver in Hindu trinity) into ten forms to establish dharma (divine law), which include Matsya, Kurma… Rama, Krishna, Buddha…. Hindus believe that without such intervention, the entire created universe would have gone into decline.”
For a glimpse of the dark side of Hinduism please read Let the Little Children Come.
2. Goddess spirituality
Mr. Cameron would probably agree. Since he and Gore seem to think alike on some issues, ponder this next statement. Here Al Gore suggests that,
“a goddess religion was ubiquitous throughout much of the world until the antecedents of today’s religions…. The last vestige of organized goddess worship was eliminated by Christianity. …it seems obvious that a better understanding of a religious heritage preceding our own by so many thousands of years could offer us new insights…”
Useful “new insights” from “goddess worship”? What might they be? In his next statement, Mr. Gore gives us a clue:
“The richness and diversity of our religious tradition throughout history is a spiritual resource long ignored by people of faith [Christians?] who are often afraid to open their minds to teachings first offered outside their own system of belief. But the emergence of a civilization in which knowledge moves freely and almost instantaneously throughout the world has… spurred a renewed investigation of the wisdom distilled by all faiths. This panreligious perspective may prove especially important where our global civilization’s responsibility for the earth is concerned.”
Finally, Gore quotes Dr. Karan Singh, a Hindu environmentalist who wrote, “The Earth is our mother, and we are all her children.” That should arouse fear rather than comfort, for when we look back to ancient goddess-worshipping cultures, we see unspeakable cruelty. [Read more]
“…they speak a vision of their own heart… They continually say to those who despise Me, ‘The Lord has said, ‘You shall have peace’ and to everyone who walks according to the dictates of his own heart, they say, ‘No evil shall come upon you.’” Jeremiah 23:16
3. Native American pantheism, animism and shamanism
According to Al Gore, Native American religions “offer a rich tapestry of ideas about our relationship to the earth.” He quotes Chief Seattle, who supposedly asked this question:
“Will you teach your children what we have taught our children? That the earth is our mother? . . . This we know: the earth does not belong to man, man belongs to the earth. All things are connected like the blood that unites us all.”
Sounds like Pandora, doesn’t it? And it’s just as unreal. Those words were actually written by Ted Perry for a 1971 environmental movie. It was just the message they needed to persuade viewers of their point of view!
Likewise, the mythical Na’vi present “right” ideology. Largely patterned after today’s idealized views of Native Americans, they draw viewers into an unforgettable encounter with the “illusions of oneness.” Few realilze that behind the “beautiful side of paganism” lie the same human tendencies that bring pain and destruction to all parts of the world: greed, violence, competition, and war.
The late Dr. Clark Wissler, Curator Emeritus of the Department of Anthropology at the American Museum of Natural History, was recognized as a world authority on Native Americans. In his book, Indians of the United States, he describes all the admirable aspects of their culture: their love for their children, their hospitality and their beliefs.
He also had the courage to expose the sad facts. Stripping away the popular myth of perfect harmony, Wissler shows us that Native Americans struggle with the same human nature we do. Look at some popular myths in the light of additional facts.
- · Harmony with nature? To stampede a herd of buffalo, hunters might set the grass on fire behind the flock. The escaping herd would “flounder into a swamp or tumble over a cliff.“ (pp. 270, 14)
- · Preserver of life? “The early Indian hunted the wild horse for food, which may be one of the reasons why they became extinct long before white men came to America.” (p.287)
- · Peace with each other? “The elders of neighboring tribes talked peace… but the marauding traditions were so carefully fostered that raiding for blood, captives, and plunder was on the level of second nature.”(p.63)
- · Respect for all life? The Iroquois, noted for democratic self-government, “planned to destroy the Huron. It was not to be a war of subjugation; they hated the Huron intensely…. After taking the first town, the massacred the entire population. If they took captives, it was to torture them to death.”(p.131) 
I don’t want to diminish the wrongs committed against Native Americans: killing, selling alcohol, taking their land, ignoring treaty obligations, etc. Yet our children need to see these tragic violations in the light of the whole truth. Apart from our Creator and Savior, human nature everywhere will express its selfishness and violence. If we dismiss uncomfortable facts in order toprove a false ideal, we perpetuate the lies. We also hide the only solution that works –- trusting and following God.
Filling minds with occult visions and evolutionary ideals will surely immunize the masses against the Truth of God. His reality is incompatible with Avatar’s mystical illusions! Yet people have, through the ages, chosen to compromise God’s truths with their imagination. Remember the moral condition of the masses back in Noah’s days:
“…every imagination of the thoughts of his heart was only evil continually.” Genesis 6:5
Similar conditions will prevail when Jesus returns. (See Luke 17:20) Today’s occult movies and computer games, playing on the imaginations of impressionable children, could open a “Pandora’s Box” of paganism and spiritual bondage. So let’s heed His warnings:
“Beware lest anyone cheat you through philosophy and empty deceit, according to the tradition of men, according to the basic principles of the world, and not according to Christ.” Colossians 2:8
Additional warning: U.S. Gives Yale Researcher $3.9-Million in Tax Dollars to Develop ‘Avatar’ Sex-Ed Video Game for Kids: “…a division of the National Institutes of Health is giving Dr. Lynn Fiellin, an assistant professor at the Yale School of Medicine, $3.9 million over five years to develop a video game to teach ‘sex, drug and alcohol negotiation and refusal skills’ to children 9-14 years of age. The game will feature ‘virtual characters or avatars‘ that are guided by the children playing the game to make decisions about whether to engage in behaviors that put them at risk of being infected with HIV.
“…the ‘avatars’ in the video game will not actually engage in sexual or other high-risk activity on the child’s computer screen. ‘The avatars engage in role playing, having conversations in which they refuse to engage in risky behaviors.'” See Sex Ed and Global Values
1. Bill Devall and George Session, Deep Ecology (Salt Lake City: Gibbs Smith Publisher, 1985), p. ix.
3. A comment by “Hill” at Avatar-forums.com
4. Avatar: The Na’vi Quest, Adapted from the movie by Nicole Pitesa, (Harper Festival, 2009), pp. 1, 57. This small book provides some details not explained in the movie.
5. The above book answers that question: The Na’vi were meat-eating hunters, but they had to had to understand the pantheistic oneness before they could take life. When Jake kills a hexapede, he prays: “I see you, brother, and thank you. Your spirit goes with Eywa, your body stays behind to become part of the people.”[p.39]
7. Al Gore, Earth in the Balance; Ecology and the Human Spirit (Houghton Mifflin, 1992), pp. 260, 258-259, 261.
8. Clark Wissler, PILD, Indians of the United States (New York. Anchor Books, Doubleday), pp. 270, 14, 287, 63, 131.
9. Terence P. Jeffrey, Editor-in-Chief , “U.S. Gives Yale Researcher $3.9-Million in Tax Dollars to Develop ‘Avatar’ Sex-Ed Video Game for Kids,” CNS News, February 5, 2010.http://www.cnsnews.com/news/article/61017
[Article Reprinted with Permission]
by Bert Kjos 2003
Original Source: http://www.crossroad.to/articles2/010/avatar.htm
Introduction by Wayne Dyrness
In 1995, I was pleased to have been involved in helping produce a video that exposed how the education system and our government, in collusion with the United Nations (also referred to as the ‘Educational Confederacy’), planned to create a system that would reduce our schools to centers of indoctrination and social engineering, conditioning our children to blindly accept citizenship in a NEW INTERNATIONAL ECONOMIC ORDER, a one-world government based on a global economy, controlled by the international banking cartel and multi-national corporations .
The focus of the video was on a program called ‘Goal 2000,’ which found its roots all the way back to 1947 starting with UNESCO documents. Interestingly, a few months after producing the video, I was hired by the Kent School District (Washington State) to produce a video on how they were going to implement Goal 2000 into all the schools located in their district. The script they provided validated the charges levied in the ‘Educational Restructuring’ videos, of which I had just finished a few months earlier. Contained within their script were portions taken directly out of United Nations related documents that I had previously seen.
To make this video presentation a bit more interesting, it was decided to present the evidence as though it was done in a Court of Law. So, we constructed a set with a judge’s bench and a podium from which the expert witnesses would testify. Charges were made (as in a real court), and the evidence was presented.
At the conclusion of the trial, the jury had to make a decision as to the veracity of these charges and then render a verdict, and take action to stop it.
The ‘court’ in this video presentation is the ‘Court of Public Opinion,’ and the jurors are you, the viewer of the video, who sit on the Grand Jury to hear the demonstrative evidence that validates these charges.
This is a transcript of the actual video. Jed Brown (who ran for State School Superintendent in the State of Washington two times) and Katie Levans, both educators, spent hundreds of hours researching. Their presentation was heavily documented and substantiated by the presence of the actual books, manuscripts, and writings that were discussed in the video.
Video copies of this entire 4-part series can be purchased through Katie Levans. If you’re interested, contact her at Katie.firstname.lastname@example.org
you may watch them below courtesy of YouTube & TheBloomerGal.
Click below for the transcript in PDF form: