AND WE CALL THIS EDUCATION?
By Lynn Stuter
January 1, 2008
One of the responses I received to my last article Would God Bless America stood out from all the rest for one reason: it was from an individual who admitted being the product of our “new and improved” system of education. Here is the response:
I shall call this individual “Ms Muffet” for reasons of anonymity. My response to Ms Muffet, in part, was as follows:
In a later e-mail, Ms Muffet stated:
In other words, she doesn’t feel what she wrote important enough to take the time to present herself as though she were writing the most important dissertation ever. No pride in self, no pride in work product. Yet she truly believes that anyone reading what she wrote should appreciate her, and further, appreciate her point of view. This is the product of misplaced self-esteem. Jake Halpern, writing for the Boston Globe, quoting Jean Twenge, a psychology professor at San Diego State University, has termed the present product of government schools narcissistic and entitled.
Not long ago, I had an exchange with an government school teacher, incensed by something I had written about government schools. This teacher, in her effort to defend her profession and her failure to properly educate children, finally got around to stating that it “wasn’t [her] job to educate children for intelligence”, she was educating children to be critical thinkers. Like the critical thinker in the form of Ms Muffet above?
Another teacher, run out of the government schools because he thought educating for intelligence more important, wrote me the following when I sent him the above response from Ms Muffet:
Spelling, punctuation, capitalization, sentence structure — commonly referred to as syntax — unimportant? What Ms Muffet wrote has all the earmarks of someone who is functionally illiterate.
How much money are we paying for the government schools to not educate children? Even one penny is too much.
A small business owner had this to say recently about children coming out of the government schools: “They don’t know anything; furthermore, they don’t know they don’t know anything; but they can certainly tell you how they feel about everything. And they really and truly believe you should appreciate them endlessly even though they don’t deserve it.” Notice this small businessman had no trouble articulating himself succinctly. His observations are astute, to the point, and quite accurate.
The new system of education, brought into being by Goals 2000, School-to-Work, and the Workforce Investment Act, along with the strategic plans known as Improving America’s Schools Act (Clinton) and No Child Left Behind (GW Bush), has now been in effect for one full education cycle of children, pre-K through 12. This system of education, the American public was told (and swallowed, hook, line and sinker), would improve education, produce smarter children.
There were some of us who knew better because we delved into the writings of those advocating this system of education. From America’s Choice, high skills or low wages!, (1990) page 25, comes this little gem that should have clued parents that this system of education wasn’t what they were being told it was:
Get the drift? If not, here is another:
Remember when you were in grade school? Did you ever finish a text book in a year’s time? Now, if it took a full school year to cram all the knowledge in that book into your head, such that your brain was growing in knowledge and ability to comprehend, how is it that schools today can do it “in one quarter of the present school day”? The obvious answer is that they can’t and they aren’t. Children are not being taught what children need to know to grow and comprehend.
Education today is focused on life-related issues (affective domain), knowledge (cognitive domain) is only incorporated as it used and applied in addressing life-related issues. It is easy to see, in the absence of knowledge, how children can be effectively dumbed-down. In what Ms Muffet wrote, this is clearly evident.
Be it noted that Hillary Rodham Clinton was on the Board of Trustees of National Center on Education and the Economy (NCEE), parent company of the Commission on the Skills of the American Workforce (CSAW) that wrote America’s Choice, high skills or low wages! Marc Tucker, president of NCEE, was the individual who wrote the “Dear Hillary” letter to Hillary Rodham Clinton shortly after Bill Clinton was elected to his first term; the letter in which Tucker outlined a seamless, cradle to grave, system of human resource development for the purposes of producing a body of workers (not employees, workers) turned out according to regional economic development strategies and regional labor market needs under the auspices of the federal government.
It is also noteworthy that many of the people who served on CSAW went on to serve on the Secretary’s Commission on Achieving Necessary Skills (SCANS) under Secretary of Labor Elizabeth Dole (GHW Bush Administration); the commission that wrote the SCANS competencies to which the education systems of ALL states must coalesce. How better to ensure that the SCANS competencies would coalesce the Tucker/Clinton human resource development plan for producing dumbed-down workers.
People want to believe that No Child Left Behind (HR 6 under GW Bush) is not an extension of the Improving America’s Schools Act (HR 6 under Clinton). Nothing could be further from the truth. These two acts are but successive strategic plans in achieving the ultimate goal of the sustainable global environment in the area of human resource development via schools.
America’s failing education system is a direct outreach of the pursuit of global governance in which the education system of ALL countries will coalesce in pursuit of the sustainable global environment. Barbara Bush, wife of President George Herbert Walker Bush, mother of President George Walker Bush, presided over the first United Nation’s World Conference on Education for All summit, held in Jomtien, Thailand in 1990. The agenda of President GHW Bush’s America 2000 (later renamed Goals 2000 under Clinton) coalesces the United Nation’s World Conference on Education for All agenda, right down the line.
The mantra of America education reformers has been “higher standards”. But higher standards are not the goal when the education system is intended to produce dumbed-down workers such as are found in Third World Nations.
This comment makes clear the intent of the global economy:
Make no mistake about President George W Bush’s comment that illegal aliens are in America to do the work Americans won’t do. What he is really saying is that America’s education system has not digressed to the point of producing the third world workers, willing to work for a pittance, that Mexico and other third world nations have been producing for generations. And working for a pittance is what is wanted by the big international corporations who stand to profit when they can pay workers a pittance, sell the product for the same price as they would if the employees were making an American middle-class wage (not to mention health insurance, unemployment compensation and workmen’s compensation benefits), and pocket the difference.
This effects a redistribution of wealth from the middle class to the big international corporations who are running the global one-world-government agenda. That wealth is then used to keep the people enslaved through public/private partnerships, the hallmark of fascism.  This is called the feudal system (of the Dark Ages) in which the workers look to the wealthy land baron (in this case, the international corporations) for their very existence. This is how a few elitists can control the multitudes: keep them uneducated, keep them poor, keep them starved, keep them living in squalor, take care of them commensurate with their willingness to increase your wealth.
If the American people do not want this — and I cannot, in my wildest dreams, imagine any human being wanting to be a slave — then there is only one presidential candidate who does not support the one-world agenda, who is not owned by the globalists, who does not dance to the elitists’ tune. His name is Ron Paul; his support base are the people who truly love America, love our Constitution, love our Bill of Rights. We are many, they are few. We can take our country back if we put our minds to it.
R C Murray,
author of Legally
STUPiD: Why Johnny doesn’t have to read.
© 2008 Lynn M. Stuter - All Rights Reserved
Mother and wife, Stuter has spent the past fifteen 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
People want to believe that No Child Left Behind (HR 6 under GW Bush) is not an extension of the Improving America’s Schools Act (HR 6 under Clinton). Nothing could be further from the truth.