SOCIETAL RESTRUCTURING VIA EDUCATION TRANSFORMATION
By Debra Rae
February 15, 2006
With emphasis on academic subject matter stressing order, discipline, and individual effort, the old paradigm for America’s early public education was notably “Christianized.” Having begun in 1789, and reaching its peak the first decade of the 20th century, the Sunday school movement set the standard.
In 1850 Horace Mann sold America on the fanciful notion that, in one hundred years, secular education would solve crime and poverty; thereafter, reform under the likes of Jonathan Edwards and George Whitfield took a dive.
In the 19th and early 20th centuries, the liberal theology movement captivated the mainstream. Although secularism evolved slowly, it effectively fashioned John Dewey’s Progressive Education Movement. Organized in 1919, the Progressive Education Association denounced rote learning, recitation, and conventional textbooks. At the same time, it promoted affective and holistic curricula, cultural relativism, and cooperative consciousness. By Dewey’s death in 1952, the Protestant character of early public schools had disappeared. No longer was public education “Christianized.” It was “secularized.”
As we enter the 21st century, a new course is being charted. The mission of today’s educational reform was best stated by Dr. Shirley McCune at the 1989 National Governors Conference—namely, “What we’re into is the total restructuring of our society.” Eventually, “change agents” (teachers) will train all “human resources” (students) for placement in specific, pre-determined, entry-level vocations with the best interest of our global economy in view.
Senior director of the Mid-Continent Regional Education Laboratory, Dr. McCune currently serves the State of Washington as federal liaison for learning and teaching—specifically, as the Superintendent’s designee in contracting with Carkhuff Thinking Systems, Inc. A Theosophist, McCune co-wrote The Light Shall Set You Free. In it, she quotes her demonic mentor Kuthumi, a self-proclaimed “World Teacher” and “spokesperson for enlightenment and education for the Galactic Command.” Talk about bizarre. When consulted, alleged spirit guides Mother Mary, the Archangel Michael, and—no kidding—Walt Disney ostensibly expressed pleasure in her work! McCune is not alone in furthering this disturbingly esoteric new paradigm. In The Possibilities Mind (HRD Press 2000), her colleague Robert Carkhuff identifies “god” as “the possibilities mind” that co-processes with us to illuminate his mysteries. How? By “phenomenalizing his universe.” (So where are separation-of-church-and-state proponents when we need them?)
This craziness goes global. Former UN assistant secretary-general Robert Muller drafted an UNESCO prize-winning World Core Curriculum. The Preface of the WCC Manual outright credits occultist Alice Bailey’s spirit-channeled books that were published by Lucis (formerly Lucifer) Publishing Company. Former UN secretary-general U Thant (a Buddhist) and Sri Chinmoy Kumar Ghose (Hindu mystic and leader of the UN meditation group) both strongly influenced Muller’s arcane spirituality. Muller joins his mentors in affirming planetary civic commitment to world government for the general good of all (Global Citizenship 2000 Youth Congress).
“Mother” of the New Age Movement, Bailey anticipated terrestrial evolution toward “new and better ways, … new textbooks, and … men and women who can be impressed with the new vision…for the new civilization” (Education in the New Age, page 87). All members of the design teams for the Global Education Project share Bailey’s grandiose vision; moreover, New Age activists as Dorothy J. Maver serve on the steering committee of possibly the most significant group behind education reform, the Global Alliance for Transforming Education. Through it, American public education is fast becoming “mystified.”
Honored as a 1999 Teacher of the Year by then President Clinton, Barbara Ray Gilles promotes “an integrative, whole-systems approach to learning.” “The school of the future,” she adds, “will draw more from the principles of kindergarten than from ‘higher education.’” It will be a place where children and adults together “follow their bliss”; notwithstanding, in doing so, our kids place 19th out of 21 nations in math, 16th in science, and dead last in physics. This is not surprising in that our instructional programs are replete with new ideas and methods deftly designed to dumb-down students.
For example, what is dubbed “dysfunctional” traditional math gives way to “constructivist learning,” requiring students—not to solve a problem with the correct answer—but rather to use their “team voices” to “think about mathematics” and how it makes them feel. Robert Carkhuff of Carkhuff Thinking Systems, Inc. poses a similarly troublesome new science of possibilities. The utopian brave new world of infinite possibilities is supposedly achieved by his Links Project that demeans facts and fixed beliefs as “cumbersome anchors” that “block the dialectic process.” The New 3-Rs of Washington’s statewide program are relating, representing, and reasoning.
President of the National Center on Education and the Economy, Marc S. Tucker wrote to then First Lady Elect Hillary Clinton (11 November 1992) about required radical changes—not in reading, writing, and arithmetic—but rather in attitudes, values, and beliefs. Father of outcome-based education, Professor Benjamin Bloom introduced the plan for effecting these changes—that being, to develop human resources for the global economy following the school-to-work pattern, cradle to grave. Toward this end, our government paid for a report extolling virtues of the Marxist-Leninist polytechnical education philosophy melding together vocational and academic preparation. Accordingly, today’s instructional assessments validate student preparedness, not by academic prowess, but rather in terms of successful behavior modification and attitude adjustment.
Paradigm shift requires “common ground” in a “democratic” classroom, one rooted in the Chinese model of “participatory democracy.” Ground rules—that being, Hegelian dialectic—forbid debate and arguments. Hence, today’s dialogic discussion supplants didactic teaching. The bully pulpit of consensus provides limited choices under peer pressure; consequently, objective thinking and individual responsibility give way to subjective feelings and collaboration. “Group-Think” forges compromise, or synthesis, of two opposing ideals. Occasionally, a member of the group travels by the beat of a different drum. To get with the program, millions of students are turned into “patients” in need of a village of educators, psychologists, social workers, nurses, and counselors. Widespread, systematic legal drugging promises to further the facilitator’s predetermined outcome.
From God-centered Judeo-Christianity, through me-centered secular humanism, America’s fast developing new public education paradigm smacks of Earth-centered mystical humanism. Global citizens-in-the-making follow the anti-intellectual, highly politicized, psychological—yes, even spiritual—process crafted for them. The predetermined outcome is to posture an oligarchy over a compliant global community of meticulously groomed workers, not thinkers; followers, not leaders; group members, not individuals; subjective feelers, not objective thinkers. As if an octopus in the sea of nations, globalism extends one of eight sucker-bearing tentacles to grasp and subsequently own America’s public education system.
© 2006 Debra Rae - All Rights Reserved
are used strictly for NWVs alerts, not for sale
Daughter of an Army Colonel, Debra graduated with distinction from the University of Iowa. She then completed a Master of Education degree from the University of Washington. These were followed by Bachelor of Theology and Master of Ministries degrees-both from Pacific School of Theology.
While a teacher in Kuwait, Debra undertook a three-month journey from the Persian Gulf to London by means of VW "bug"! One summer, she tutored the daughter of Kuwait's Head of Parliament while serving as superintendent of Kuwait's first Vacation Bible School.
Having authored the ABCs of Globalism and ABCs of Cultural -Isms, Debra speaks to Christian and secular groups alike. Her radio spots air globally. Presently, Debra co-hosts WOMANTalk radio with Sharon Hughes and Friends, and she contributes monthly commentaries to Changing Worldviews and NewsWithViews.com.
Together, Debra and her husband traveled throughout Africa, Asia, East- and West- Europe, North- and South- Americas--once on the British Concorde. Now widowed, Debra calls the Pacific Northwest home.
Web Site: www.debraraebooks.com
Accordingly, today’s instructional assessments validate student preparedness, not by academic prowess, but rather in terms of successful behavior modification and attitude adjustment.