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AT THE ROOT OF EDUCATION REFORM

 

 

 

By Lynn Stuter

November 6, 2007

NewsWithViews.com

In 1997, Craig Roberts wrote, in his book, The Medusa File, page 90:

"… certain segments of the population must be programmed to be robotic drones, incapable or unwilling to think on their own. In this scenario, the “individual” is the enemy of the state. Individual thinking and choice are not conducive to “peace and progress” and not permitted. Only by being part of “The Team,” can the individual (follower) accomplish objectives or “outcomes.” Of course, these “objectives and outcomes” are directed by the bureaucracy. This phase of population training is currently being accomplished by the public school system with such programs as “outcomes based education,” and the introduction of New Ageism into the classroom. One has to remember that Adolf Hitler pioneered a similar tactic with his Hilterjugend and state-sponsored school system. To quote the Fuhrer, “When an opponent declares: ‘I will not come over to your side,’ I calmly say ‘your child belongs to me already. Who are you? You will pass on. Your descendants, however, now stand in the new camp. In a short time they will know nothing but this new community.’”

How could we possibly think that the system of education, implemented in the United States under Goals 2000, is the same system of education that produced the mentality that became Germany under Hitler?

To understand fully, we must go back in time to Plato, and follow his philosophy as it transpired through his disciples: Kant, Hegel, and Marx, to the philosophy and mindset of the men who influenced the social scientists of pre-Hitler and Hitler Germany. This is covered, in great detail in Leonard Peikoff’s book, Ominous Parallels. Also covered, in great detail, is the fact that the United States, as established, was established on the philosophy and teachings of Aristotle — the antidote of Plato.

What most American people do not know is that following World War II, many of the Nazis social scientists who served under Hitler were brought to the United States by the CIA via Operation Paperclip. The fact that they were Nazis, had served under Hitler, had participated in war crimes (some of the most heinous nature), were avowed Nazis, was expunged by the CIA (while high-level government officials looked the other way) from their files to get them into this country.

Once in the United States, the knowledge and ideas of these social scientists was put to work, only this time in the United States; these men became professors in universities, worked in behavioral science laboratories, and became practitioners in the social science field (psychology, psychiatry). Their writings and theories influenced the direction of social science in the United States, social science being the backbone of education in the government schools and what teachers are taught in colleges and universities today.

At this point it would be ludicrous to claim that these men were wholly responsible for the direction social science has taken in the United States. The philosophy of Plato and Kant, those who built upon their critique of reason, has been influencing social science in the United States for as far back as Wundt and the Leipzig connection of the 1870’s. What is important is that this same philosophy set the stage for Hitler; it also set the stage for bringing these men to the United States from Nazi Germany.

The result has been the transformation of America via the Hegelian Dialectic; Hegel also being a disciple of Plato and Kant, their subjectivism and relativism.

In his book, Ominous Parallels, Leonard Peikoff, protégé of Ayn Rand, spoke of the education system of Germany during Hitler’s rise to power and how that system produced violent children; how that system produced the men who went on to become Hitler’s feared Gestapo and SS, men capable of inflicting grossly inhumane and violent behavior on others. The men who produced that system of education then came to the United States under Operation Paperclip, bringing their philosophy, teachings, and ideas with them to influence what would be implemented here.

And we wonder why we have violent children without a conscience, who take guns to school and kill other children and teachers, who join gangs, who can kill without remorse? And we wonder why, with the implementation of education reform in the schools of the United States since the early 1990’s, we have seen a spike in juvenile violence?

Some of the Nazi’s who came to this country, under Operation Paperclip, went to work for the CIA in the field of mind control, involved in such as Operation Artichoke, Operation MK/SEARCH, Operation MK/ULTRA, Operation Monarch, and Operation Bluebird — all CIA mind control programs experimenting, among other atrocities, with the use of drugs in the re-programming of the human mind. One CIA scientist, Dr Frank Olsen, after being given LSD without his knowledge, died after falling from a hotel window. Whether he committed suicide or was murdered, his family was kept in the dark, under the cloak of “national security,” for years about what really happened to him.

Coupled with what children are being taught in the government schools (in the name of producing a child capable of demonstrating mastery of government ordained, behaviorally-oriented, exit outcomes, just as one would train an animal), many of the children who have turned into killers have been found to be have taken in the past, or were currently taking, anti-depressant drugs with mind-altering capabilities. The incidence of anti-depressants being prescribed for children is rampant; the same being augmented by programs like TeenScreen set up to screen children for mental disorders (as established by the American Psychiatric Association) such as suicide, social phobia and shyness with referrals to mental health professionals where anti-depressants are too often prescribed without justification.

In the Operation MK/SEARCH program, children were re-programmed to lie, steal, spy, sabotage, kill and even commit suicide. (Roberts; page 86) Eric Harris and Dylan Klebold (Columbine High School) and Cho Seung-Hui (Virginia Tech) all committed suicide. Likewise, all had been on or were currently on anti-depressant drugs at the time they went on a shooting rampage. Many of the school shooters have been found to have been on prescription anti-depressants drugs, past or present, including Kip Kinkle who killed his parents before continuing his shooting rampage at school.

Yet as America follows the path of Hitler and Nazi Germany, the American people continue to believe the spike in violence among today’s youth is not coming right out of government schools; has nothing to do with prescription anti-depressants. But then most American’s also have no knowledge of Operation Paperclip or the mind control programs of the CIA that have root in the mind control programs of Nazi Germany.

But the American leaders would never do something like this to the American people. They wouldn’t? One only need to consider that the Franklin cover-up — involving child pedophilia, prostitution and pornography — led to people in the highest levels of government with connections to law enforcement, the FBI and the CIA, to realize that “yes, they would.” The philosophy that can justify this kind of behavior is the same philosophy invading our schools in the name of education reform.

God bless America? What do you suppose God sees when he looks down on this land of people who willfully look the other way while the most innocent, the weakest, the most defenseless among us — the children — are treated in this manner? What do you suppose God thinks when he sees Christians sending their children to the government schools to be subjected to this barbarism? What do you suppose God thinks when he sees teachers in the government schools who claim to be Christians?

The Bible, in at least three chapters, speaks to the fate of those who harm His children:

“But whoso shall offend one of these little ones who believe in me, it were better for him that a millstone were hanged about his neck, and that he were drowned in the depth of the sea.” (Matthew 18:6, KJV)

“And whosoever shall offend one of these little ones that believe in me, it is better for him that a millstone were hanged about his neck, and he were cast into the sea.” (Mark 9:42, KJV)

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“It were better for him that a millstone were hanged about his neck, and he cast into the sea, than that he should offend one of these little ones.” (Luke 17:2, KJV)

God speaks not idly.

The American people would do well to seriously reconsider their support of this “new” system of education that has roots is something so demonic, so evil.

Sources:

1, Peikoff, Leonard; Ominous Parallels; Meridian; New York; 1982.
2, Roberts, Craig; The Medusa File; Consolidated Press International; Tulsa, OK; 1997.

© 2007 Lynn M. Stuter - All Rights Reserved

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Mother and wife, Stuter has spent the past ten years researching systems theory with a particular emphasis on education. She home schooled two daughters, now grown and on their own. She has worked with legislators, both state and federal, on issues pertaining to systems governance and education reform. She networks nationwide with other researchers and citizens concerned with the transformation of our nation. She has traveled the United States and lived overseas.

Web site: www.learn-usa.com

E-Mail: lmstuter@learn-usa.com 


 

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And we wonder why we have violent children without a conscience, who take guns to school and kill other children and teachers, who join gangs, who can kill without remorse? And we wonder why, with the implementation of education reform in the schools of the United States since the early 1990’s, we have seen a spike in juvenile violence?