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CAUSE AND EFFECT - THE VIRGINIA TECH TRAGEDY

 

 

 

By Lynn Stuter

April 24, 2007

NewsWithViews.com

In 1996, Barry Loukaitis walked into Frontier Junior High in Moses Lake, Washington, armed with a .30-.30 rifle and handguns stolen from his grandfathers’ home; he killed a teacher and two students, wounding a third. Loukaitis is now serving a life sentence without the possibility of parole. Media immediately targeted his embattled family. The parents were getting a divorce; there were allegations of domestic violence. A copy of the book The Rage by Steven King under a pseudo name was found by Loukaitis’ bed when police searched the home.

This was the first instance in which mainstream media took notice of the rising incidence of violence on school campuses. This was not, however, the first incident. Since 1991, the incidence of violence on school campuses had been on the increase nationwide.

On April 16, 2007, Cho Seung Hui, a senior at Virginia Tech, embarked on the worst massacre to occur on an American campus to date, killing over 30 people (the count seems to vary depending on the source), injuring many, then killing himself. The public was exposed to endless re-runs of the bizarre scene. It was rather amazing, considering the obvious zeal to sensationalize, that footage of the body of the gunman didn’t join the looping litany of re-runs. As a substitute they aired materials sent by Cho to NBC before his shooting rampage and ultimate suicide.

Enter the talking heads: why did Cho do this? what was the impetus? what was the cause? what was going on in his mind? The questions and talking heads have been endless. NBC’s 60 Minutes ran a segment on Sunday, April 22, 2007, in which it was divulged that the Secret Service has teamed up with the U.S. Department of Education in an attempt to “profile” potential shooters. The product of the team effort, in the form of a DVD, is now being dispensed to schools and universities across the United States.

But in all these so-called “experts” talk about, there are a couple of things they do not talk about, and what they aren’t talking about and why they aren’t talking about it should grab the attention of the public en masse.

What these so-called “experts” aren’t talking about is the fact that one whole generation of children have now been exposed, through their entire educational experience, to transformational systems education, intended not to educate them for intelligence but rather to inculcate them with the wanted attitudes, values and beliefs.

When transformational systems education first surfaced, the populace was told that this system of education represented a paradigm shift. Paradigm is defined as world view, how one perceives the world and the purpose of it; in other words, one’s religion or religious beliefs. Since this was a paradigm shift, a shift in religious world view, we needed to ask what world view were we shifting from and to. A study of history and our founding documents shows our nation was founded on the Christian world view. This was the world view from which our society was being shifted. To what world view were we then to be shifted? It soon became apparent that the world view to which we were being shifted was humanism/New Age.

The religion of humanism is man-made and man-centered, stating emphatically that “no deity will save us, we must save ourselves” (Humanist Manifesto I, 1933). It is the epitome of the mantra of the paradigm shift: “Creating the Future” — a term heard over and over again in the realm of the transformational process.

Unfortunately, if we each create our own futures according to our own passions, opinions and prejudices, civil turmoil will soon ensue. Therefore, we must subjugate individual rights to that of the collective of society. Enter total quality management (TQM) in business; the church growth movement (CGM) in churches; performance based budgeting (PBB) in government, and transformational systems education (aka, OBE, PBE and the plethora of other pseudonyms) in the schools. Transformational systems education is intended, specifically, to inculcate in children the wanted transformational Marxist attitudes, values, and beliefs.

Transformational systems education, what is happening inside every government school in the United States under the infamous Goals 2000, is not a natural process. It is the outreach of humanist psychologists and psychiatrists, men like,

  • B.F. Skinner—how to train a dog to slobber in five lessons or less; operant conditioning for children;
  • Abraham Maslow—father of the human potential movement and Third Force Psychology, adding the existentialist (New Age) spiritual dimension;
  • Carl Rogers—father of the self-actualization methodology;
  • Sidney Simon—the values clarification methodology of how to change a child’s belief system; being some, but not all, of the more prominent of the group.

Others, building upon the work of these men, in the realm of education, include John Goodlad, Howard Gardner, William Glasser; before them, John Dewey, socialist, signer of Humanist Manifesto I, promoter of transformational systems education or behaviorally oriented education.

Before this generation of humanist psychologists and psychiatrists seeking to understand that which will never be understood by mortal man — how the human mind really works — there were such degenerates as Sigmund Freud who was more than a little bit off upstairs. But his work, his writings, became the background for much that followed. During World War II, many transformational Marxists crossed the Atlantic from Germany, finding refuge in America; men like Kurt Lewin. In the foreword to the book The Change Agents Guide, Second Edition (Havelock, Ronald G; Educational Technology Publications; 1995), Matthew B. Miles wrote,

“The truth is that not until the late 1940’s, when American behavioral scientists began exploring and developing the ideas of the émigré psychologist Kurt Lewin, did we really have anything like a systematic science and practical craft of planned change in the kinds of social systems that matter most—families, small groups, organizations, communities.” (page vii)

And, of course, as so many have written about before, the “science” of planned change in attitudes, values and beliefs is centered around the Hegelian Dialectic; Hegel being a mentor of the communist, Karl Marx.

Antithetical to the Christian belief that man has a sin nature, therefore the need for a Higher Authority—the Creator—God who created man and gave His only begotten Son that man might be saved from his sin nature, humanism believes that man evolved (from what has never been stated) and is essentially good. Before he died, Abraham Maslow stated that his work was based on the false premise that man is essentially good; before he died, Carl Rogers denounced his work as a failure. That, however, did not dissuade those, realizing the potential man-centered religion had for achieving power and position over others, from abandoning their evil pursuit of the same. And what better way to do that than to produce generation after generation of un-educated, dumbed-down children?

When Barry Loukaitis walked into Frontier Junior High in 1996, few knew that the Moses Lake School District, situated in central Washington, had been immersed since the early 90’s in transformational systems education via the Schools for the 21st Century Pilot Program for Goals 2000, implemented in Washington State in 1989. Other states also participated in this pilot program. Is it a coincidence that school violence coalesced the implementation of this program? At the time, I told my Washington Legislators that due to the fact that transformation systems education was not normal, was not conducive to producing a healthy mind, that Moses Lake was just the start of what was to come IF they did nothing to reverse the damage already done. However, the legislature, not only in Washington State, but legislatures nation-wide, bought into Goals 2000, transformational systems education, and the incidence of school shootings has been on the rise ever since, even since Columbine when it was decided that the mainstream media would no give such attention to school shootings.

Now an entire generation of children have been subjected to transformational systems education, have graduated secondary and entered higher education. It is not coincidence that the trend in violence, associated with the unnatural bending of young minds, would follow.

With the school shooting in Springfield, Oregon, in May 1998, a short year before the April 20, 1999, Columbine Massacre, another aspect of the school shooters became so apparent that it could not be ignored by anyone who truly cared: the fact that an increasing number of shooters had been on or were currently on prescription anti-depressants. It was not long before it was reported that Cho Seung Hui, the shooter at Virginia Tech, was also rumored to have been on a prescription anti-depressants.

But nothing, absolutely nothing has been or is being said about this increasing and obvious factor. Why? Enter The President’s New Freedom Commission on Mental Health established by the executive order of President George W Bush in 2002, from which emanated, in 2004, a proposal for the comprehensive mental health screening of every man, woman and child in this country. Since the publishing of the report of the New Freedom Commission, we have seen newscast after newscast, program after program, advocate for the mental health screening of the American populace; some even advocating the screening of children under two.

The same report of The President’s New Freedom Commission cites Columbia Universities TeenScreen® computer questionnaire as a “valid and reliable instrument” in identifying suicidal tendencies and mental health issues in teens. According to TeenScreen® literature, those deemed to have suicidal tendencies or mental defects are referred to mental health professionals—psychologists and psychiatrists. Research, not by the government, but by American citizens, produced a study published in 2004 by the American Academy of Child and Adolescent Psychiatry in which it is stated 84 of every 100 children screened by TeenScreen® are falsely identified as having suicidal tendencies or other mental problems. These children are then referred to professional clinicians where anti-depressants are prescribed, more times than not; the same anti-depressants that carry a FDA black-box warning that they can cause suicide ideation and violent tendencies!

First these children are subjected to a system of education which is unnatural and intended to change their attitudes, values, and beliefs; then they are subjected to a bogus mental health evaluation with an 84% chance of a false positive, referred to clinicians were they are, more times than not, put on anti-depressants that can cause suicide ideation and violent tendencies. And we wonder why these kids are killing themselves and others?

Why is this not being talked about? Because the whole of it, the education system and the push to put people on anti-depressants, is coming right out of the United States government, socialist/communist Democrat and fascist Republican alike. The pharmaceutical lobby on Capitol Hill is one of the most lucrative sources of campaign funds for politicians; and it is the pharmaceutical companies who are reaping the profits of the growing number of young people put on prescription anti-depressants.

And face it, the more people killed by school shooters, the more ammunition the government has to repeal the Second Amendment! If they can get our guns away from us, then they can number us all like the Nazi’s did and we can all work in exchange for enough food to keep us productive! Useless eaters—the old and the infirm—will be exterminated!

Does the government—state or federal—really care if this system is creating killers who prey on others? Only to the extent that the gun doesn’t get pointed at them. To that end, they live behind barricades, that they might be protected from the “unwashed masses” who might intend them harm.

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The sooner the American people come to the realization that the out-of-control rogue United States Government cares not one whit for the health, well-being or general welfare of the average American, the more apt we are to save our nation.

© 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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Does the government — state or federal — really care if this system is creating killers who pray on others? Only to the extent that the gun doesn’t get pointed at them.