Logic Training: Trivium Education

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Philosophy Of Liberty

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Required Reading

texts

The Great Deceit: Social Pseudo-Sciences: Socialist Wolves in Sheep's Clothing

CONSERVATIVE DEBATE HANDBOOK

RULERS OF EVILUseful Knowledge About Governing BodiesF. TUPPER SAUSSY  

Subverting Society Thru Education

They Sold Their Souls For Rock N Roll

The Occult In Your Living Room

Former satanist and witch, stephen dollins exposes the witchcraft in, and behind the media, education system and world.

Love Letter To America

By Soviet KGB Defector, Yuri Bezmenov


My dear friends, I think you are in big trouble. Whether you believe it or not, YOU ARE AT WAR. And you may lose this war very soon, together with all your affluence and freedoms, unless you start defending yourselves. I hope you have noticed on your color televisions that there is in fact war going on right now all over this planet. This war has many faces, but it's all the same-- it's war. Some call it "national liberation," some title it "class struggle" or "political terrorism." Others call it "anticolonialism" or "struggle for majority rule." Some even come up with such fancy names as "war of patriotic forces" or "peace movement." I call it World Communist Aggression.

I know what I am talking about, because I was on the side of the aggressor before I decided to take YOUR side. I do not believe-- I KNOW that in this war no one is being "liberated, decolonised or made equal," as Soviet doctrine proclaims. You may notice, if you give yourselves the trouble to observe, that the only "equality" and "liberation" this war produces is the equality of death and the "liberation" from freedom. Look at Russia, Poland, Hungary, Afghanistan-- would you say the people of those countries celebrated and rejoiced when the Soviets brought them equality and liberation? Of course not. We must take a clear and honest look at what Soviet "liberation" actually means.

This war of Communist World Aggression is not fought against some mythological "capitalists" as Communist propaganda claims. No, my dear friends, this war is fought against YOU-- personally.

Communist wars of world aggression are not fought for liberty and equality. We have thousands of unequivocal examples of the horrendous human suffering, torture and mass death that occur after a Soviet "liberation." The final stage of Communist aggression-- military confrontation-- has very little to do with rivalry for territorial or geopolitical gains in order to free and liberate. Communist world aggression is a total war against humanity and human civilization. In Communist propaganda terms, this is "the final struggle for the victory of Communism."

The driving force of this war has very little to do with natural aspirations of people for better lives and greater freedoms. If at all, these aspirations are being used and taken advantage of by the manipulators and progenitors of the war. The real driving force of this war of aggression is IDEOLOGY-- something you cannot eat, wear or store for a "rainy day." An integral part of this war of ideology is IDEOLOGICAL SUBVERSION-- the process of changing the perception of reality in the minds of millions of peoples all over the world. The late comrade Andropov, the former head of the Soviet KGB, called this war of Communist aggression, "the final struggle for the MINDS and hearts of the people."   ...more


While learning about Communism, Marxism, and Socialism, all of which require brainwashing, please keep this question in mind; Who is it that the Bible tells us the "heart and mind" belongs to?

Entertainment; Harmless Diversion Or Enslaving Subversion

But what about TV? Is TV ok to watch?

Bible Versions and the New World Order

Ray Comfort Interviews Evolutionists On Campus

Should Christians Celebrate Christmas And Easter

What Is Transcendental Meditation?

David Lynch lecture in Berlin turns into chaos from Raja Lynch on Vimeo.

This article, and the audio at the bottom of this page, gives the context of the video above
What is Contemplative Prayer?

How Libral Thinking Works

Did Abraham Lincoln really exist?

 It is a hard question to answer, but an important one. Millions if not billions of people believe in His existence, but that doesn’t mean they are right. As Richard Dawkins has wisely said, “The question is not “How many millions believe it?”… But “Is it TRUE? The question is not “Is your belief entitled to respect?” but “Is it TRUE?”      ....Full Article

Toys And Technology Of The Anti-Christ

Genius and John Lennon

The "Neutrality" of The "Sciences" And "Acadamia"

Luciferians control our Reality Matrix by presiding over Scientific Orthodoxy, page 1

privacy

This man as President of all the Presidents of each Scientific Field, is a militant proponent of Lucifer.

Minute 1:05 

"Let me begin on April 28th, 2004, that's where The Lucifer Effect was born. Because, I was in Washington. I belong to an organization called The Council of Scientific Society Presidents. The President of every one of the 60 major scientific societies, Chemistry, Biology, Physics, etc., etc., and Psychology, it's the only soft, soft science, meet twice a year there, and I was actually elected President of the group, so I was President of the Presidents."

At the end of this first YouTube segment of his Lucifer Effect, you will hear him say without hesitation or shame:

YouTube Link

Minute 9:15

"The Devil proves he was right and GOD was wrong. How does he do it? He shows how easy it is to corrupt Adam and Eve. Have a little snakes, let's eat the apple. She eats the apple, she tells the guy "Hey, I ate the apple, you eat the apple too: I don't want to go down alone." And so, HE IS RIGHT! You should not honor Adam, because he is corruptible. So, that starts..."

"Part of my mission is to recover the reputation of Lucifer."

Not only does he paraphrase Eve in a very unexpected way, but he also presents himself formally as a vindicator of the much maligned Lucifer!

What is interesting about that metaphor is that it translates graphically into the opening picture of Lucifer tempting mankind with the apple in the mention by then Defense Secretary Donald Rumsfeld which is shown in a cartoon in the opening image of part 3:

YouTube Link

In the above video at minute 2:55 he talks about Dr Jekyll and Mr Hyde and he goes on to how one can get a "Two for One" deal by obtaining a similar result without drugs and also getting once good people to become "Perpetrators of Evil"... it is a role you play, but what happens is that if you play it long enough, often enough, you think it is you."

In a later segment he even goes so far as to present in visual format what looks very much like a HOW TO GUIDE to bring forth Evil:

Returning to the organization which "elected" to choose this individual to preside over all its presidents, we can examine its announced purpose and objectives, which can be found on their website.

The Council of Scientific Society Presidents - The Nation's Leading Center for Development of Science Leadership and Science Policy

They clearly announce that they seek to develop "Science Leadership" and seek to centralize "Science Policy".

Yet for all intents and purposes, science is led by a quest for truth and knowledge, and not by some tentacular organization meeting twice a year in Washington D.C.? Also, the policy of science is to research, and not to be subject to centralized policy groups based in Washington.

Among their announced objectives, the following figure:

To perpetually enhance leadership skills development in the science community;

My Comments: Truth and knowledge are supposed to lead science, not the skills of a few key individuals placed in leadership positions. To seek the development of said skills implies that this organization aims to purposely orient science to fulfill an agenda other than truth and knowledge.

To develop an enduring network of past and present national leadership in science;

My Comments: They are purposely building an "Old Boy's Club" of leaders with bridges between the past hierarchs controlling scientific orthodoxy and their candidates for replacement, who are set on rails to pursue the same goals.

To provide communication and collaboration among the various scientific disciplines through the presidents of scientific societies;

My Comments: They clearly state they exist to organize all scientific bodies in a coordinated manner, the "bosses" of each discipline being channeled through this organization, with all scientists brought into cooperative synergy under the authority of their field specific presidents.

To deliberate and adopt public policy positions and act upon science research and education issues of national or international scope;

My Comments: They are gathered in order to unite their power and make them take common positions used to affect public policy, and this organization grants itself authority over research and education policy worldwide.

To develop ways to enhance the public understanding and appreciation of science;

My Comments: They are missioned to improve their own impact on the public mind, projecting a vision of reality through science, promoting it within and through their respective scientific disciplines, coordinating their broadcasts using innovative propagandist methods.

While we cannot state for certain what their Agenda is exactly, I find it eloquent that among all the scientists in the USA they chose as the leader of the leaders, for President of the Presidents, a man who whites a book featuring on its cover Lucifer adorned with an angelic Halo and who states in public:

"Part of my mission is to recover the reputation of Lucifer."

Full thread posted Here

The Command To Judge

To judge: To form an opinion or estimation after careful consideration

It’s never a good idea to get our theology from the devil.

Jesus refuted satan in the wilderness when the serpent tried to “spin” the scripture to trap our Lord. One of the scriptures that the adversary is using today to immobilize God’s people is a twisted view on judging.

You can guarantee that the minute you hold up God’s word against some false presentation of an important biblical truth that someone will reflexively quote “Thou shalt not judge” (It’s always quoted in King James English for some reason)

But is that verse honestly telling us we are not to evaluate, discern or test anything against the immutable word of God? Of course not.  (...read more)

The Founding Of The US And The New Atlantis

Understanding "The Dialectic"

Become Aware Of Satanic Symbols

"It’s a neat trick, that goes on at places like the Olympic Games, Rock Concerts, the Glastonbury festival is full of so many occult and masonic symbols as to blind one if ye have the eyes to see. People have both been conditioned not see what is right in front of their eyes and to become desensitized to what they do see and do not appreciate the power of subliminal messages and images."

Full Article is posted here.

Random Acts Of Culture

Isaiah 9:6-7

"For unto us a child is born, unto us a son is given: and the government shall be upon his shoulder: and his name shall be called Wonderful, Counseller, The mighty God, The everlasting Father, The Prince of Peace.

7Of the increase of his government and peace there shall be no end, upon the throne of David, and upon his kingdom, to order it, and to establish it with judgment and with justice from henceforth even for ever..."


Here is where you can read about the history of "Messiah" and here is where you can read the Scriptures included in "Messiah"

Halloween Trick Or Treat

DRIVECAST- YOUR VERY OWN INFORMATION LIBRARY:

With "Drivecast", you can listen to your favourite programmes when you want and wherever you are. All you wanted to know about Drivecast you should be able to find at the Drivecast blog here.

Inherit The Wind; The Trial On The Teaching of Creation VS Evolution In Public Schools

After watching the above video demonstrating Hollywood's blatant falsifying of history, here is the hollywood version that has been used in public "education".

The Information War

The entire "Know Your Enemy" series is posted here.

Comments On The Scholarship Of The "New Atheists"

Classical Apologetics

By Israel Wayne

One of the major branches of Christian Apologetics is called, "Classical Apologetics." The basic concept is that the skeptic can be convinced of the truth of Christianity by simply reasoning properly.

Rather than giving the skeptic lots of bits and pieces of evidence, as the Evidentialist approach would suggest, the Classical Apologist uses Logic and Rhetoric to persuade the unbeliever. The approach has its beginnings in Ancient Greece. Aristotle, Socrates, Plato and their contemporaries developed means of argument and persuasion that are still being used today.

Logic
Classical Apologetics tends to emphasize the forms of Logic that are deemed irrefutable (in attempting to contradict them you have to affirm their truth):

1. The Law of Identity
    - An object is identical to itself.
2. The Law of Non-Contradiction
     - Two contradictory statements cannot be true in the same sense at the same time.
3. The Law of the Excluded Middle
     - Just because two things have one thing in common does not mean that have everything in common.
4. The Law of Rational Inference
     - Inferences can be made from what is known to what is unknown.

Perhaps we can explore these in more depth in a later essay.

While Augustine or Anselm may get some votes, the man most highly favored as the father of Classical Apologetics is Thomas Aquinas (1224-1274).

Classical Arguments
Four of the main arguments for the existence of God, commonly used in Classical Apologetics are:

1. The Cosmological Argument
     - Argument from a First Cause or Prime Mover
2. The Teleological Argument
     - Intelligent Design implies an Intelligent Designer
3. The Moral Argument
     - Existence of a Moral Law implies a Law-Giver
4. The Anthropic Principle
     - A Teleological argument that says the earth was fashioned to support human life.

(full article posted at Brannon Howse's "Worldview Times" here)

The full "Know Your Enemy" series can be viewed here.

Amazing Discoveries Seminar Series

Total Onslaught; 
A Revelation Seminar

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The Final Conflict
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Radar For Eternity
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Rekindling The Reformation
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Study is Scriptural, Mysticism is Not

Lectio divina, or “divine reading,” seems at first glance to be a safe and holy practice. The studying of Scripture is indeed important. The Bible itself tells us that knowing God’s Word and obeying it is a crucial part of every Christian’s growth:
Blessed is the man that walketh not in the counsel of the ungodly, nor standeth in the way of sinners, nor sitteth in the seat of the scornful. But his delight is in the law of the LORD; and in his law doth he meditate day and night (Psalm 1:1-2).

How can a young man keep his way pure?
By living according to your word (Psalm 119:9 NIV).

And [Jesus] answered and said unto them, My mother and my brethren are these which hear the word of God, and do it (Luke 8:21).

However, the way in which lectio divina approaches Scripture can sometimes go beyond hearing or study, and instead focuses on a change of consciousness. Mike Perschon of Youth Specialties says that lectio divina "is the practice of reading scripture slowly in a spirit of contemplation. The goal isn't exegesis or analysis, but allowing God to speak to us through the word."i
...read more.

This video explains the demonic roots and phenomenon of "contemplative prayer".

Ben Stein's Movie "Expelled"

The entire movie is posted here.

A Society Devoid Of The Truth Will Go Mad

Hosea 4:6

"My people are destroyed for lack of knowledge"

An Explanation of Societial Structure Throughout All History

This video gives a study of the causes of "Free" vs "Tyrannical" societal structures metaphor from Genesis'  "Tower of Babel".

"A nation can survive its fools, and even the ambitious.  But it cannot survive treason from within.  An enemy at the gates is less formidable, for he is known and carries his banner openly. But the traitor moves amongst those within the gate freely, his sly whispers rustling through all the alleys, heard in the very halls of government itself.  For the traitor appears not a traitor; he speaks in accents familiar to his victims, and he wears their face and their arguments, he appeals to the baseness that lies deep in the hearts of all men. He rots the soul of a nation, he works secretly and unknown in the night to undermine the pillars of the city, he infects the body politic so that it can no longer resist. A murderer is less to fear."   — Marcus Tullius Cicero

A Dire Warning: The Truth About Sustainable Development, Agenda 21, and The One World Order

Agenda 21 In One Easy Lesson

Awareness of Agenda 21 and Sustainable Development is racing across the nation as citizens in community after community are learning what their city planners are actually up to. As awareness grows, I am receiving more and more calls for tools to help activists fight back. Many complain that elected officials just won't read detailed reports or watch long videos. "Can you give us something that is quick, and easy to read that we can hand out," I'm asked.
So here it is. A one page, quick description of Agenda 21 that fits on one page. ....(more)

How To Recognize And Counter The Delphi Technique When It Is Used On You

Youth Need To Know What The Socialist/Capitalist Argument Is

This speech is quite simply A MUST for all US citizens. It comprehensively covers not just the logical and philosophical arguments, but also provides your everyday person with the empirical data. It also delves into the leftist mind with insights that help you understand where others are coming from and how to engage them.

Economics 101 For Youth

True U

TrueU is an apologetics study series to prepare youth to defend their faith in college and in the world. This program was made by the same people who put together The Truth Project world view study program.

Why They Don't Get It

Helping Students Understand Worldview

By: John Stonestreet
Topics: Education, Worldview, Youth Issues

Christian Smith and Melinda Denton, in their book Soul Searching: The Religious and Spiritual Lives of American Teenagers, describe the current worldview of American teenagers, most of whom claim Christianity as their religion, as “moralistic therapeutic deism.”

If Smith and Denton are correct, our key concern in regards to the next generation is that they “get” Christianity. Our primary focus should turn from whether Christian students like church, or whether they think of Jesus as their best friend, or even whether they know why they believe what they believe (though that has been a useful tag line for my organization, Summit Ministries, for years). Primarily, if Smith and Denton are correct, our focus should be teaching them what Christianity is because, simply put, they don’t get it. ...(more)

Full length video lecture on this essay is posted here.

Helping Students 'Get It'

What Do They Need?

By: John Stonestreet
Topics: Education, Worldview, Youth Issues

In a previous article, I argued that a major project for those of us who work with students is to help them “get” Christianity. While a significant number of Christian students reject Christianity during their university years, far more struggle to embrace a faith that is not really authentic or orthodox.

Theirs is a “moralistic therapeutic deism,” as Christian Smith put it—a tame faith that is privatized and perhaps personally meaningful but which is not publicly true, culturally significant, or fundamentally informative to the rest of their lives. ...(more)

Social Engineering's Techniques in Mind Control

Bertrand Russell spills the beans 

by Jeffrey Steinberg

The $9 billion a year video-game industry in America, which contributed mightily to the carnage at Littleton, Paducah, and Jonesboro, is far more than the mere commercial exploitation of techniques and technologies developed as ``legitimate'' training instruments for the military and law enforcement agencies. To understand the roots of this new form of ``Manchurian Candidate'' programmed terrorism, it is necessary to go back to World War II and the immediate postwar period, when there was a concerted effort launched, by the Frankfurt School and the London Tavistock Institute, to use the Marxist/Freudian perversion of psychology and other social sciences, as instruments for mass social control and brainwashing. The two pillars of the assault on the American intellectual tradition were cybernetics and the drug counterculture.

At that time, a number of prominent social scientists openly spelled out their goal, of using the wartime-tested techniques of mass psychological manipulation, to pervert and control the American people. And in most instances, their emphasis was on children, and the need to destroy the fabric of family life.

Lord Bertrand Russell, who joined with the Frankfurt School in this effort at mass social engineering, spilled the beans, in his 1951 book, The Impact of Science on Society. He wrote:

"Physiology and psychology afford fields for scientific technique which still await development. Two great men, Pavlov and Freud, have laid the foundation. I do not accept the view that they are in any essential conflict, but what structure will be built on their foundations is still in doubt. I think the subject which will be of most importance politically is mass psychology.... Its importance has been enormously increased by the growth of modern methods of propaganda. Of these the most influential is what is called "education." Religion plays a part, though a diminishing one; the press, the cinema, and the radio play an increasing part.... It may be hoped that in time anybody will be able to persuade anybody of anything if he can catch the patient young and is provided by the State with money and equipment.''

Russell continued, ``The subject will make great strides when it is taken up by scientists under a scientific dictatorship....The social psychologists of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. ...(more)

21 Radicals and Their Worldviews Ruling America From The Grave

Grave Influence
by Brannon Howse

In his new book, "Grave Influence", Brannon Howse reveals how the worldviews of 21 dead people are still influencing every aspect of American life and vying for the hearts and minds of adults and students. Whether we are discussing, law, science, economics, history, family, social issues, education or religion, the people and worldviews seeking to further their agenda in these disciplines are almost always connected back to four major forces:

• Occultism/pagan spirituality
• The apostate church
• The educational establishment
• Government/corporations

Through this book you will come to understand the oppositions worldview, heroes, goals, strategies, masking terms, networks and targets. Those who share the worldviews of these 21 enemies of our constitutional republic and Biblical worldview do not want their agenda and its consequences to be revealed to the American people. Above all, they do not want us to equip and train our children and grandchildren with a Biblical worldview by which to recognize, reject, and fight against their seductive and destructive lies. This book will equip you to do just that as Brannon gives specific and pro-active responses you can take to make this the finest hour for the American church.

Here is a preview of what Brannon Howse has to tells in his latest book:

Today's Pastors:

Most pastors, church staff, and Sunday school teachers are products of a secular school system that did not warn them about the worldviews of the influential people covered in this book. Schools, for the most part, promoted many of these radical's ideas. Even pastors who attended seminary did not learn the significance of the competing worldviews and anti-biblical philosophies represented by such people, and most seminaries did not teach apologetics or a comprehensive Biblical worldview. Thus today, even most of America's conservative pastors are ill-equipped to protect their flock against the worldviews of these 21 radicals. ...(more)

Understanding Six Worldviews that Rule the World*

By Dr. David Noebel

Back in the early 1990s, Dr. James Dobson and Gary Bauer sought to identify what they saw happening to Christian young people in the United States. Their conclusion was that "nothing short of a great Civil War of Values rages today throughout North America. Two sides with vastly differing and incompatible worldviews are locked in a bitter conflict that permeates every level of society."[i] The war, as Dobson and Bauer put it, is a struggle "for the hearts and minds of people. It is a war over ideas."[ii]


On one side is the Christian worldview, the foundation of Western civilization. On the other side are five worldviews: Islam, Secular Humanism, Marxism, Cosmic Humanism, and Postmodernism. While these worldviews don't agree in every detail, they unanimously concur on one point-their opposition to biblical Christianity.


As in any war, there are casualties, and anti-Christian ideas are taking their toll. Recent surveys indicate that up to 59 percent of "born again" college students drop out of that category by their senior year.[iii] According to George Barna's research, nine out of ten "born again" adults do not have a biblical worldview. To effectively engage this battle of ideas, Christians must have an understanding of the times and "know what [they] ought to do" (1 Chronicles 12:32).


What is a Worldview? ...(more)

Public Schooling is Killing America

Links to videos, artilces, and books on details about the "Change Agents" of the America's school system being used to usher in "Globalism" by destroying Western culture and the Christian Church can be viewed at "The Truth About "schooling" web page.

HUMANISM UNMASKED

AS DEFINED BY JOHN DEWEY, THE FATHER OF MODERN EDUCATION

Humanism is as old as the garden of Eden, but few know what it is. The idea of Humanism replacing Godism can be seen in the garden of Eden when Satan taught Eve that she would know longer need God, she could be as her own god and do what she pleased after she got enough knowledge of her own.


Men have written on the subject since Plato and Aristotle, but still most people only think it means 'kind' or 'humane'. A better definition is required if we are to understand the forces moving in the world systems today. John Dewey gave us that definition when he signed the Humanist Manifesto.

That definition expressed by the Humanist Manifesto was given to us by no less than the man who has been called the father of modern American education. He influenced teachers in Russia, Asia, and Europe as well. We should take note of the words of such an influential man.

The Humanist Manifesto reveals a large picture of intent for education which Dewey shaped. It also shows a picture of what our government is doing, since it has been shaped so much by graduates of this modern system of education.
Please note the U.S. Dept. of Education did not exist until Lyndon B. Johnson as President. Such a department was never intended by the Founding Fathers. They didn't even want their children fed by the government, much less taught what to think by the ruling powers. John Dewey had great influence in the National Education Association and reshaping America's schools. He has had a profound influence of generations of philosophers.

No one who leads or teaches others should be ignorant of purposes laid out in the Humanist Manifesto nor of the significance of those others who signed or agreed with the document. ...(more)

Was Marx a Satanist?

Was Marx A Satanist?

First, some background information about the uncompromising faithfulness of Pastor Wurmbrand from Voice of the Martyrs:

"Two months after the Communist 'People’s Republic of Romania' was established, Pastor Richard Wurmbrand was arrested. Labeled 'Prisoner Number 1,' he was locked in a solitary cell, where he endured horrendous torture at the hands of the brutal secret police. More than eight years later, 'a doctor masquerading as a Communist Party member discovered Richard alive.' Released in 1956, he 'resumed his work with the ‘underground’ churches....He was re-arrested in 1959 through the conspiracy of an associate, and sentenced to 25 years... accused of preaching ideas contrary to Communist doctrine."

"In 1967, Richard and Sabrina Wurmbrand founded a ministry that would serve the persecuted church. Its name was eventually changed to Voice of the Martyrs. By the mid-1980s, it was reaching out to "80 restricted nations with offices in 30 countries around the world." His book, Tortured for Christ, became a source of encouragement among the persecuted throughout the Soviet system." ...(more)

Marx and Satan, by Richard Wurmbrand

Marx and Satan by Richard Wurmbrand

No one had ventured to write about this before. Therefore I was cautious, even timid. But in the
course of time more and more evidence has accumulated in my files, evidence I hope will
convince you of the spiritual danger part and parcel of communism.

Marxism has governed over one-third of mankind. If it could be shown that the originators and perpetrators of this movement were indeed behind closed-doors devil-worshipers, consciously exploiting Satanic powers, would not such a startling realization require action?

If some were to reject my thesis out of hand, it would not surprise me. Science and technology advance at a rapid pace because we are always ready to scrap obsolescent machinery in favour of new conveniences. It is quite different in affairs of sociology or religion. Ideas die hard, and a mindset, unlike a computer chip, is not easily altered or replaced.

Even fresh evidence may fail to persuade. The doors of some minds have rusty hinges. But I offer credit e proofs to support my thesis, and I invite you to carefully consider them. ...more

The Frankfurt School and Political Correctness

The Frankfurt School and Political Correctness

The people of North America and Western Europe now accept a level of ugliness in their daily lives which is almost without precedent in the history of Western civilization. Most of us have become so inured, that the death of millions from starvation and disease draws from us no more than a sigh, or a murmur of protest. Our own city streets, home to legions of the homeless, are ruled by Dope, Inc., the largest industry in the world, and on those streets Americans now murder each other at a rate not seen since the Dark Ages. ...(more)

The Un-Neighborly Neighbor

by Vicki Brady

---

Imagine moving into a new neighborhood with your family and immediately having your children invited to the neighbor's house on the corner.

Everybody in the neighborhood raves about this family. You notice that they live in the biggest and most expensive house on the street and pay someone to mow their lawn. One day you take time to visit this family and discover that they are actually pretty nice. Not only that, you notice that almost all the kids in the neighborhood come to their house on a regular basis, so after some consideration you finally agree to let your children spend some time there like everyone else.

The first few visits seem to go nicely. Your children come home all excited about the fun things they got to do and the really neat playmates your neighbor has. They talk for hours about what they did, who they met and how much they like the neighbors.

But after awhile you begin to notice a change in your children. It seems that following each visit with the neighbors, your children come home a little more morose and a little bit withdrawn.
Eventually, when you ask them what they did at the neighbor's house each day they just shrug their shoulders and say, "I don't know."

Now, time you used to spend together in the evening is spent alone. Your children's free time is taken up working on projects your neighbor has asked them to do. Even your weekends are interrupted by games and parties your neighbor has planned for them without consulting you. To make matters worse, your neighbor has begun to ask you to chip in for the expenses he has had as a result of your children's visits.

One day you are having a meal with your children, and you remind them of church the next day. Suddenly, your son blurts out, "I don't want to go to church anymore. Our neighbor says there is no God. He says people who believe in God are morons and that they will believe in anything, even fairies and leprechauns." ...(more)

The Danger in Being a Friend of the World

Part 1

"From where come wars and fightings among you? Come they not hence of your lusts that war in your members? You lust and have not, you kill and desire to have and cannot obtain, you fight in war yet you have not because you ask not. You ask and receive not because you ask amiss that you may consume it upon your lusts. You adulteresses, do you not know that the friendship of the world is enmity with God? Whosoever therefore will be a friend of the world is the enemy of God. Do you think that the Scriptures says in vain the Spirit that dwells in us lusts to envy? But He gives more grace. Wherefore He said, God resists the proud but gives grace unto the humble."  ...(more)

The Evil Philosophy Behind Political Correctness

The Evil Philosophy Behind Political Correctness

--------------------------------------------------------------------------------
University of Chicago Professor Allan Bloom died in October 1992, at the age of 62. A translator of Plato and Rousseau, and a long-time college educator, Bloom became widely known for his 1987 book, The Closing of the American Mind.

Closing touched a nerve. At the time of its publication, it had become clear that the worst lunacies of the drug-rock-sex ``counterculture'' of the late 1960s had, over the subsequent 20 years, never abated on the nation's campuses; in fact, many of the leaders of that counterculture--now equipped with Ph. D. s--had become the dominant minority in college faculties and administrations. This minority was consciously training their students to be a thought police enforcing ``political correctness,'' ready to denounce and punish any student or instructor deemed guilty of racism, sexism, insufficient sensitivity to the homosexual ``lifestyle,'' or too high an appreciation of Western Judeo-Christian culture. ...(more)

What is "The Marxist Dialectic"?

Diaprax - how people are corrupted through "Consensus"

    Diaprax is man's nature, i.e. his carnal thoughts, his carnal feelings, and his carnal actions being put into social action (praxis).  Diaprax is man's common thought and common actions ("theory and practice") put into common action or practice (praxis).   Diaprax is common-ism (man's common-collective thoughts and common-collective feelings being put into common-collective action―praxis).  Diaprax is your government, your workplace, your educational facilities, your neighbors, and even your church, 'encouraging' you to put Genesis 3:1-6 (where man found his common-ism with the creation) into praxis.
    Diaprax is an antichrist (anti-scriptural) way of thinking.  Diaprax is a heresiarchal paradigm of 'change.'  Diaprax is being actively used to 'change' you and the world you live in for the sake of "the common-collective 'good.'"
    Humanism and globalism is Diaprax (man's carnal nature) made into the law of the land.   In Diaprax everyone is guilty until they praxis Diaprax, i.e. apply it to their thoughts, embrace it in their hearts, and support it with their actions.  All children and adults are "at risk" of not having experienced (participated in and therefore justifying) Diaprax.
    Diaprax is "equality of opportunity," where everybody can participate in that which he has in common with all of mankind, i.e. his carnal nature.  Diaprax is sensuousness and spontaneity no longer restrained by un-natural, anti-carnal laws.  Diaprax is sensuousness and spontaneity emancipated within an "open-ended," "non-directed" environment.    Diaprax is sensuousness and spontaneity liberated within an environment which is "tolerant of ambiguity."
     Diaprax is patricide, i.e. the annihilation of the patriarchal paradigm of 'fixity' by the emancipation of the heresiarchal paradigm of 'change.'  Diaprax is incest, i.e. the praxis of consensus, i.e. the common-collective moment, i.e. the "sensuous," "Dionysian," orgiastic experience of oneness. “Consciousness, instead of being the watchman over a dangerous and unpredictable lot of impulses, becomes the comfortable inhabitant of a society of impulses and feelings and thoughts.” “Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process.”  Carl Rogers On Becoming a Person ...(more)

Masking Terms - Buzz Words Designed to Deceive

Aesopian Language is communications that convey an innocent meaning to outsiders but hold a concealed meaning to informed members of a hostile or underground movement. It is based in reference to Aesop's Fables. It is referred to by Herbert Marcuse, of The Frankfurt School, in his book One-Dimensional Man where it is used somewhat interchangeably with Orwellian language.

Aesopian Language refers to the idea that certain usages of language work to 'suppress certain concepts or keep them out of the general discourse within society'. An example of such a technique is the use of abbreviations to possibly prevent undesirable questions from arising. ...(more)

Here is a brief list of masking terms you have probably heard:

ACHIEVEMENT-BASED EDUCATION: See Outcome-based Education. Remember, the labels change as often as needed to keep ahead of critics.

AFFECTIVE DOMAIN: The area of learning that deals with feelings, beliefs, values, attitudes, motives... all those inner factors that determine behavior and responses to stimuli. By changing or modifying the affective domain, educators can control behavior--or so they believe. (See Mastery Learning)

ASSESSMENT: A means of measuring student progress toward national and state goals.

AT-RISK: Any "student who is at risk of not meeting the goals of the educational program...or not becoming a Global  worker." (Iowa State Standards) Programs such as Parents As Teachers (PAT), 21st Century schools, Healthy People 2000 and others define at-risk in categories such as PAT's famous "other, that wonderful catch all." (See Parents As Teachers)

BRAINWASHING: Washing the concept of right and wrong from the mind, teaching that Parental authority is irrelevant, and family loyalty is an outdated notion. Loyalty to the group (a soviet mindset) is needed for Global Socialism.

BRIDGING: A teacher helping students make connections between what they are studying and real-life, out-of-school experiences.

CERTIFICATE OF ADVANCED MASTERY (CAM): An advanced achievement credential that follows the CIM and supposedly proves mastery of "higher-level educational outcomes". (See Workforce Development Means Lifelong Indoctrination)

CHANGE AGENT: A term utilized by many, including President Clinton and leading educators, to summarize a major task of educators: to change our schools, our children, our nation, from a Western to a Global Marxist culture.

CHARACTER EDUCATION: An attempt to teach students global values. It sounds good, but character qualities such as responsibility, respect, and honesty are redefined to fit the global paradigm. Traditional morality will no longer fit nor be tolerated. (See "Character Training for Global Citizenship")

CHOICE: Allowing parents to enroll their children in any public schools within the district or inter-district, or--depending on the scope of the choice program--provides tax credits that can be applied toward tuition in private schools. All schools receiving federal funding must adopt "voluntary" national standards which force students to conform to core beliefs, values and attitudes. "Such choices should include all schools that serve the public and are accountable to public authority." (America 2000)

CIM, CERTIFICATE OF INITIAL MASTERY: Replacing the high school diploma, the CIM (under this or another label) will be the "new job ticket"--the reward for demonstrating "mastery" in the various attitudes and citizenship skills deemed necessary for employment and citizenship. (See Workforce Development and Zero Tolerance for Non-Compliance)

COEXIST: An Aesopian communist term that means "leave us along till we become strong enough to knock your block off"

COGNITIVE DEVELOPMENT: The mental process of acquiring information, building a knowledge base, and learning increasingly advanced reasoning and problem-solving skills from infancy through adulthood.

COGNITIVE DISSONANCE: Mental confusion and emotional tension caused by incompatible values. Created through classroom stimuli such as hypothetical stories or pagan ritual that conflict with home-taught values, it forces most children to rethink and modify their values to resolve the conflict.

COLLABORATIVE LEARNING: Group learning. Views all knowledge as "the common property of a group."

COLLECTIVE: The opposite of individualism and free enterprise, it emphasizes utopian ideals such as Marxist equality and "serving the greater whole". Examples: a commune or a communist farm "owned" and operated by all the people.

COMMUNISM: Consensus only culture.

COMPREHENSIVE HEALTH EDUCATION: A sequential pre-K through 12 curriculum to address the physical, mental, emotional and social (including holistic) dimensions of health.

COMPREHENSIVE SCHOOL HEALTH PROGRAM: The school, as the hub of the community, offers health (including sex, AIDS, etc.) education and services, integrated school and community health promotion, nutrition/food service, guidance-counseling, etc. (See School-based clinics)

CONFLICT RESOLUTION: A psychological technique for dealing with (often hypothetical) conflicts. It manipulates a child's value system, trading old absolutes and convictions for compromise positions. In a legal context, it is used to avoid litigation. (See Consensus Building and Common Ground)

CONSCIOUSNESS: Individual or collective (public and cultural) awareness or the moral and spiritual consciousness of a nation. This consciousness reflects the common world view or paradigm.

CONSENSUS BUILDING: The process by which students, schools, communities or groups of people learn to compromise individual beliefs and ideas in order to seek "common ground" and come to consensus. This pre-planned consensus may be dictated from the top-down (national to local), yet be promoted as grass roots ideologies. It is a brainwashing technique that changes beliefs through pressure to conform to group-thinking. (The Marxist Dialectic)

CONTENT STANDARDS: Descriptions of what students should know and demonstrate in each subject area.

CONTEXT: The setting or circumstances that surrounds a particular event, statement or story. Since most events or stories are understood or interpreted according to its context, a teacher can change traditional meanings by altering the context. The Biblical word "truth" gains a totally different meaning when used in an Indian myth such as The Truth about the Moon, which doesn't tell the truth at all.

COOPERATIVE LEARNING: Small groups of students with varied abilities who learn to share responsibility for achieving group goals. High achieving students carry the weight of a group assignment for which all receive the same group grade. It is supposed to eliminate competitiveness and individualism while teaching cooperation, problem solving, and responsibility for achieving group success instead of personal success. Promoting collectivism, it lowers academic standards by forcing high achievers to bear the burden of success for others.

CRITICAL THINKING: Challenging students' traditional beliefs, values and authorities through values clarification strategies and Mastery Learning. (See Sex Ed and Global Values)

CULTURALLY APPROPRIATE STRATEGIES: Practices that celebrate diversity and enable students to succeed in school regardless of race, gender, national origin, religion, age disability, marital status, family background, or economic status. They sacrifice the rights of individuals to supposedly gain the collective good of the whole.

CURRICULUM FRAMEWORK: A stepping stone between national standards and local curriculum which tells local districts what they must teach to meet state and national standards.

DECONSTRUCTIONISM: A steady flow of negatives about Western institutions, beliefs, and values, in order  to tear down the old certainties upon which Western culture is founded.

DELPHI TECHNIQUE: Communication technique used to manipulate a diverse group toward a consensus position through circulating information for comment in several rounds synthesizing the responses until all agree. If a participant's view cannot be synthesized with the groups after repeated rounds, then the premise must be declared invalid and WILL NOT BE RECORDED. Breaks down moral barriers and shifts students world view from the old to the new paradigm.

DIALECTIC: A  The Marxist or Hegalian dialectic which removes God’s control over a person used by behaviorists contolling the American educational system. It is a pattern of communication based on Satan’s “dialog” coaxing Eve to “decide for herself what constitutes good or evil”, thereby, corrupting all mankind through “Concensus”.

DILEMMAS: Deceptive, classroom scenarios designed to violate or tamper with the conscience of an intellectually defenseless person’s beliefs about right and wrong. (See “The Lifeboat Dilemma”)

DISCOVERY LEARNING: The student supposedly generates and tests his own ideas, conclusions, concepts, etc., creating his own understanding of reality and giving new meanings to traditional words. In reality, he or she is prompted toward a pre-planned understanding through stories, suggestions, questions, and group dialogue

DISSONANCE: See Cognitive dissonance.

DISTANCE LEARNING: A broad term encompassing technology that extends the learning community beyond the classroom . Courses are offered via satellite and the Internet, and email links students directly to peers, professors, programmers and change agents around the globe. Dustin Heuston of Utah's World Institute for Computer-Assisted Teaching (WICAT) shares his delight in the power of this technology: "We've been absolutely staggered by realizing that the computer has the capability to act as if it were ten of the top psychologists working with one student. You've seen the tip of the iceberg. Won't it be wonderful when the child in the smallest county in the most distant area or in the most confused urban setting can have the equivalent of the finest school in the world on that terminal and no one can get between that child and that computer? (See Clinton’s War on Hate Bans Christian Values)

Drug or Sex Education Classroom encounter groups that discuss options under guidance of non-judgmental teacher. Unthinkable acts become alluring possibilities.

DUMBING DOWN: Teaching that “Deconstructs” and intentionally leaves an entire culture  intellectually defenseless. Utopian ideals are taught in place of facts.

EARTH-CENTERED SPRITITUALITY: A pantheistic, monistic blend of the world's pagan religions. It views all life as being interconnected and trades God for a spiritualized Mother Earth, nature spirits, or other supernaturals. (See Gaia)

EDUCATIONAL ESTABLISHMENT: The national and international, bipartisan leadership that plans and promotes today's transformation. Diverse and often divided, it is bonded by a common vision of the transformative role of education--and of their own role as change agents.

ELECTRONIC PORTFOLIO: The computer-driven permanent record for each learner, which contains and discloses personal information. (See No Place to Hide)

EQUALITY: All schools conforming to an "equal" standard determined by the needs of the slowest learner. It limits a student's ability to excel and explains why OBE is referred to as "dumbing down".

EURYTHMY: A form of movement defined and promoted by Rudolf Steiner, a former Theosophist (a follower of the channeled messages from "Ascended Masters," especially the Tibetan Master Djwhal Khul, spirit guide to Alice Bailey), and the founder of the Waldorf Schools.

FABIAN SOCIALIST: A member of the Fabian Society which sought the gradual worldwide spread of socialism by peaceful means. The Huxley brothers, Aldous and Julian were Fabian socialists. Aldous wrote Brave New World. Julian Huxley became the first head of UNESCO, where he laid a socialist foundation the global education program now being implemented around the world. See also http://en.wikipedia.org/wiki/Fabian_Society

FACILITATION: (1) A group leader who creates an environment with the appearance of consensus but actually is bringing the group to  a pre-determined outcome. (2) A change agent who chairs hand-picked committees or groups to direct discussion toward the "right" predetermined conclusions or consensus. This process is called "managed change” but is actually deception.

GAIA: (1) The name of the ancient Greek earth-goddess, (2) a "scientific" hypothesis by Dr. James Lovelock, who views the earth as a living, self-directing organism, (3) a feminine, pantheistic lifeforce that embodies, nurtures and guides the evolution of all life. See illustration in the article, From the Littleton Crisis to Government Control.

GENDER NORMING: Grading student, not on merit alone, but on subjective gender expectations by  “re-educated” staff based on student's gender coupled with class performance. An attempt to "level the playing field.

GLOBAL EDUCATION: Prepares students to be global, interdependent citizens by developing a global consciousness which embraces "universal" values and pantheistic, earth-centered beliefs that supposedly will save the planet and unify its people. Teaching global idealism and training students in political activism, it builds a malleable young army ready to support the United Nations and other organizations calling for a world government. Watch out! The process of building world citizens is detailed in Brave New Schools.

GLOBAL SPIRITUALITY: A blend of the world's New Age and earth-centered religions. Since most are pantheistic, monistic and polytheistic, they fit together--but exclude monotheism, especially biblical Christianity. Those that don’t fit the pattern needed to model the new global spirituality, are simply molded or adapted to fit. Thus, a universalist revision of "Christianity" would be acceptable – one that deletes the cross and Jesus Christ as the only way. See Establishing a Global Spirituality.

GLOBALISM: Accepted Socialism, Marxism, and Communism and intolerance for Biblical absolutes.

GOOD: Global

GUIDED IMAGERY: Visualization exercise directed by a facilitator to produce a relaxed state of consciousness. Since the facilitator often guides the students toward pre-planned images, the exercise becomes ominously like a class in witchcraft. As Starhawk, founder of the Covenant of the Goddess, wrote in The Spiral Dance, spell casting and magic are based on a four-fold formula: relaxation, concentration, visualization, and (mental projection). See Star Wars joins United Religions at the Presidio.

HEALTHY: Moral Absolutes & Christianity are forbidden

HIGHER ORDER THINKING SKILLS (HOTS): Psychological manipulation using "application, analysis, synthesis, and evaluation" (the higher level of Bloom's Taxonomy) without the factual knowledge needed for rational and objective thinking. Students base their "own" conclusions (to which they are led by a trained teacher-facilitator) on biased, politically correct information and disinformation. (See Lower Order Thinking Skills and Chapter 3 of Brave New Schools.)

HOLISTIC EDUCATION: Education involving the whole person--body, soul, and spirit. It integrates all subjects and infuses all learning with a pantheistic, monistic spirituality.

HUMAN CAPITAL or RESOURCE: The new label for all people, adults as well as children, who are being shaped to match the supposed needs of the global economy. The goal of our new U.S.-UNESCO education system is lifelong training and socialization for a global workforce managed through consensus groups and Total Quality Management (TQM).

INCLUSION: Assigning all students to regular classrooms, including those with severe disabilities, thus turning each class into a special education class.

INDIVIDUAL EDUCATION PLAN (IEP): The individualized behavior modification plan for changing a students beliefs and behavior through stimuli, response, assessment, and remediation. The control mechanism of Mastery Learning, it adapts to each student's rate of change and degree of resistance and indicates corrective measures. Masquerading as an academic plan, its goal is to mold minds to fit the global community and workforce. The goal is to use computers programmed according to each child’s needs, weaknesses, interests, and resistance or "locus of control.

"A lifework plan [IEP]is a personal information system that will benefit decision-making. It is a living document, frequently revised. The lifework plan should [include] . . . individualized learning plans and/or career development plans. It should provide a format such as a portfolio for collecting relevant materials. Most educators foresee a computer record-keeping system that supplement paper files." From the glossary at Maple River Education Coalition

"Lifework Plan (also known as IEP or Individual Education Plan): DCFL defines it as follows: "A lifework plan is a personal information system that will benefit decision-making. It is a living document, frequently revised. The lifework plan should [include] . . . individualized learning plans and/or career development plans. It should provide a format such as a portfolio for collecting relevant materials. Most educators foresee a computer record-keeping system that supplement paper files."

INFUSION: A strategy that hides or blends politically correct social philosophies and matching activities into the basic content of the curriculum.

INTEGRATIVE EDUCATION or CURRICULUM: Organizing learning around broad themes, thus making it easy to infuse global, new-paradigm suggestions and activities into standard lessons. See note with practical explanation at the end.

INTERDISCIPLINARY APPROACHES: blending various subjects (math, art, language, etc.) in order to teach and demonstrate the unity of all things. See systems thinking.

INTRINSIC MOTIVATION: A system of rewards based on the inner feelings of the child.

LIFE SKILLS, LIFE ROLE COMPETENCIES: Preparation for all life roles. The total development of the child--body, mind, and spirit -- as a learner, worker, consumer, family member, and citizen. What the student must believe, think and do to meet the exit outcomes.

LIFELONG LEARNING: A continuos, lifelong program to re-educate the masses in preparation for the Globalist workforce and community. All adults must meet the social, psychological, and work skills standards required for work and citizenship. (See articles on the UN Plan for Your Mental Health, Clinton’s War on Hate, Star Wars, and others.

LITERACY, ENVIRONMENTAL: Embracing the global view of the "environmental crisis" and politically correct understanding of Global Warming, Ozone holes, etc. Has little to do with the traditional meaning of literacy.

LITERACY, FUNCTIONAL: Basic literacy skills (such as reading a map or following instructions) needed to live and participate in society. Does not necessarily mean the ability to read in the traditional sense.

LITERACY, HEALTH: Accepting the new politically correct standards and responsibilities for personal and community health, including mental health. (See The UN Plan for Your Mental Health)

LITERACY, WORKPLACE: Literacy focused on specific job skills; learning the factual, communication, reading, and math skills need to perform required functions.

LITERACY, CULTURAL: Viewing life, people, and nature from a politically correct or Global perspective.

LITERATURE BASE: Teaching language arts, civic responsibility, and character through literature. It enables teachers to manipulate a child's belief system by choosing new-paradigm literature and/or interpreting literature according to the new paradigm.

LOCAL CONTROL: A smokescreen to pacify critics. A euphemism, since all control rests with those who determine the national standards and assessments. Local educators are only free to find ways to meet those national standards.

LOWER-ORDER THINKING SKILLS: Include knowledge, comprehension and memorization, the cornerstones of traditional schools, which have been demoted to lower-order skills. (See Higher Order Thinking Skills and Mastery Learning)

MAGIC GATHERING: An increasingly popular and psychologically addictive occult card game used by young and old nationwide, often after years of involvement with the occult role-playing game Dungeons and Dragons. Used to teach math to gifted students, it is gaining popularity --inside and outside classrooms--even among elementary ages students. A New York student, excused from playing Magic in his classroom, was given a card called "Soul exchange". It pictured spirits rising from graves and advised: "Sacrifice a white creature." On the playground, his school-mates "summon" the forces on the cards they collect by raising sticks into the air and saying "Spirits enter me." They call it being "possessed." All except one parent had given their uninformed consent. (See article on "Pokemon.")

MARXISM: A philosophy created by Marx whose said ""My object in life is to dethrone God and destroy capitalism." This planned corruption is achieved through the well known culture destroying practices of  "political correctness", "the Marxist dialectic" and “ Consensus”.  In his poem Human Pride, Marx admits that his aim is not to improve the world, reform or revolutionize it, but simply to ruin it and enjoy it being ruined:

With disdain I will throw my gauntlet full in the face of the world,
And see the collapse of this pygmy giant whose fall will not stifle my ardor.
Then will I wander godlike and victorious through the ruins of the world
And, giving my words an active force, I will feel equal to the Creator.

MASTERY LEARNING: A psychological process based on the premise that all children can learn if given enough time and help. It uses behavior modification techniques (stimulus, response, assessment, remediation) to change the students' beliefs, attitudes, values and behavior. The student must "master" each sequential step toward the required "outcome" (and demonstrate this mastery by modifying behavior patterns) before advancing to the next stage. (See IEP, OBE, Global Education) Professor John Goodlad, one of the most influential change agents in the global arena, a former governing board member of UNESCO's Institute for Education.  warned educators that "most youth still hold the same values as their parents.... The strategy for resocializing our children that  remove the parent’s values is best known as “Mastery Learning”.

MULTICULTURAL EDUCATION: A fake "tolerance", "respect and appreciation" for the world's diverse cultures, tyrannical and criminal governments, democide, beliefs systems, and lifestyles – especially those that clash with traditional values and Biblical truth --with the acknowledged goal of producing public consciousness of the unity of all things. It's true goal is to  teach intolerance for truth, goodness, purity, self-control, freedom, and other traditional Western cultural values.

National Assessment of Education Progress (NAEP): "The Nation's Report Card" which measures student progress by testing different subject areas in alternative years. Also gathers personal data on children and families to fill out longitudinal profiles that includes beliefs, attitudes, behavior and values.

National Center on Education and the Economy (NCEE): Founded by Marc Tucker, it conceived the CIM in a 1990 report called America's Choice: High Skills or Low Wages. See "Zero Tolerance for Non-Compliance".

New Standards Project (NSP): A partnership formed by Marc Tucker (head of NCEE) and Lauren Resnick to establish a "world-class" system of standards and assessment that reflects international standards and culminates with the CIM and CAM.

OUTCOME-BASED EDUCATION (also called OBE, Standards-driven Education, Achievement-based Education, Performance-based Education...): The national, multilevel delivery system for Mastery Learning. Driven by national standards which match international standards, it forces states and local schools to teach according to national guidelines, curriculum frameworks, work-skills competencies, etc. by tying much-needed federal funding to compliance. Almost every other definition in this glossary list describes a facet of OBE, so scan the entire list. See also this broader definition of OBE and Outcomes-Driven Developmental Model (ODDM). The latter turned out to be a dismal but expensive failure.

OUTCOMES: "What students must know, and be able to do, and be like." Determined at the national and international level, they must be met locally. Called learning goals, performance objectives, standards, competencies or capacities, they all require students to embrace "new thinking, new strategies, new behavior, and new beliefs."

PARADIGM SHIFT: A cultural transformation, a change in consciousness, a new way of thinking, understanding and explaining reality. Today's paradigm shift means replacing the Judeo/Christian world view with a New Age/Neopagan paradigm establishing earth-centered spritituality and global socialism. (“shiftyness”)

PARENTAL INVOLVEMENT: Holds parents responsible for making sure the child attends school, completes prescribed homework, and learns whatever else schools will decide once the system is implemented. (Will schools tell parents what and how they must teach at home?) A way of involving parents in the consensus process, where they, too, will become part of UNESCO’s "Lifelong Learning."

PARENTS AS TEACHERS (PAT): Brings the state educator into homes to make sure each child starts school "ready to learn" and "able to learn". The child is given a personal computer code number, and a computer record is initiated that will enable the national data system to track each child for the rest of his life. Parents as well as children are evaluated. (See Chapter 7 in Brave New Schools)

PARTNERSHIP: A unified effort by two or more entities, to implement the national education goals – or any other government program that fits into the new global management system. (See "Local Agenda 21: The UN Plan for Your Community")

PEACE: Communist Aesopian word meaning destruction of capitalism and Western tradition, abolition of private property, and removal of any objections to communism by re-education (brainwashing) or execution (democide-murder by government) if necessary.

PEER TUTORING: Children teaching children. Assigning fast learners to tutor slow learners limiting the progress of the fast learners and subject slow learners to peer ridicule.

-BASED INSTRUCTION:  The process by which you find an answer is more important than the content. This process is led by a teacher/facilitator trained to provide suggestive questions then let the students work together toward a consensus. The group's "creative" and collective thinking is what counts. A correct answer is secondary.

PROGRESSIVE: Communist

PROGRESSIVE EDUCATION: A movement, initiated by John Dewey, to replace the traditional schools of the 1800's with a new system based on a humanistic/global socialist philosophical idoctrination. The new ideal stresses informal, active, child-centered approaches that would mold the "soft mind" of a child and produce the "right" kind of Global citizen.

QUEST: A generally ineffective anti-drug program based on situation ethics and values clarification strategies. Undermining a child's sense of right and wrong, it opens the door for students to think, imagine, and do the unthinkable.

READY TO LEARN: Children, who have no strong ties to church and traditional values.

RE-LEARNING: The aim of Soviet education in former Communist countries around the world. In America today, it means dismantling the old ways and establishing new ways of thinking and choosing. It applies to adults as well as children. (See Brainwashing and Community Education)

REGIONAL EDUCATIONAL LABORATORIES: Private, non-profit corporations funded, in whole or in part, under Title IV of the Elementary and Secondary Education Act (ESEA) of 1965. They develop programs that link their research to practices in the schools of their respective regions. Far West Regional Educational Laboratory (FWREL) and Mid-Continent Educational Laboratories (McREL) lead in the national/international transformation. See Regional Educatonal Laboratory.(Read about Shirley McCune, former head of McREL, in the article on Star Wars Joins United Religions at the Presidio.

REMEDIATION: A stage in the OBE/mastery learning loop, which applies to students who resist change or fail to show expected progress. Remediation continues until the student learns the required outcomes and demonstrates them on standardized tests.

RESPONSIBILITY: Demonstrating high level of effort and perseverance to attain goal. In the context of the new global paradigm, it implies "serving the collective" in the spirit of co-operation. (See Character Training for Global Citizenship)

RESTRUCTURING: A systemic or system-wide movement to change the entire education model in order to achieve the new national goals. This revolutionary, never-ending change process includes: Mastery Learning, Outcome-based Education, and Partnerships with business and community leaders, churches, and parents. Almost every word in this glossary describes a part of today's restructuring effort.

SCANS --The Secretary's Commission on Achieving Necessary Skills: Links education to the Department of Labor in a joint effort to create a workforce that meets the future needs for a global workforce and produces students that are competent in prescribed work skills, including attitudes and group thinking. It can direct students into specific training, limit their options, bring intrusive government influences into all aspects of life.

SCANS COMPETENCIES: an official list of competencies from the U.S. Department of Labor describing work skills that "effective workers can productively use."

SCHOOL-BASED DECISION MAKING: School governance replacing elected school boards or school system administrators with a council consisting of principals, teachers and selected parents who support the new system. Designed to implement Globalist changes with minimal hindrance, it is not accountable to elected officials or concerned parents.

SCHOOL/COMMUNITY BASED CLINICS: Comprehensive health services offered near or at the school. Individual health plans (for treatment, prevention, birth control, abortion counseling, psychological tests...) would be developed for each student -& eventually for all family members. The controversial genital exams forced on young girls are part of this program.

SELF-ESTEEM: Confidence in self-worth and personal skills, awareness of personal abilities and how to relate positively to others. An excuse for purging all biblical beliefs which could produce feelings of guilt and shame--and therefore lower self-esteem.

SERVICE LEARNING: Combining community service with politically correct instruction that encourages students to see social problems from a collective new-paradigm perspective -- and to see spiritual differences through the filter of apluralistic, unbiblical worldview. (This is explained in detail in chapter 6 of Brave New Schools) Used in Nazi Germany.

SHARED RESPONSIBILITY: The school, community, and parent share the responsibility for raising children. The school can hold parents accountable for the teaching/training role assigned to them, but parents have little or no control over the school's responsibility to their child.

SITE-BASED CURRICULUM: Though written by local teachers, this curriculum must be designed to prepare students to meet the Global outcomes. Often compiled from various sources, it is not easily identified or understood by concerned parents.

SITE-BASED MANAGEMENT: A non-elected management (made up of the principal, selected staff, lead/master teachers, and a few supportive parents and students) which either replaces the elected school board or reduces its members to figureheads. Parents and taxpayers who oppose the transformation lose all representation.

SOCIALISM: Marxism, Communism

SOVIET: One loyal to Globalism and Marxism.

SPECIAL EDUCATION (redefined): Planned for all children "at risk" of not accepting Global standards. (See chapter 7 in Brave New Schools)

STAFF DEVELOPMENT: A long-term process tied to the top-down, nationwide revolution shaking the whole system. Since teachers cannot manage the behavior modification strategies until they themselves have been properly “re-educated, their "brainwashing" is essential to the change. Like their students, they must be pre-tested, trained, evaluated, re-trained, re-tested.... all life long.

STAKEHOLDERS: All who are significantly effected by specified programs.

STANDARDS-DRIVEN EDUCATION: See Outcome-based Education.

STANDARDS: The national criteria for student performance. It provides benchmarks set to the "highest in the world" to assure "competitiveness" and "citizenship" in the coming global economy. (See Mastery Learning)

STUDENTS: Includes teachers, parents and other adults; all must be retrained. (See Lifelong learning.)

SUBVERSION: Saying what bring support instead of relaying facts.

SYNTHESIS: A higher order thinking skill in Bloom's Taxonomy. Uses the principles of Dialectics to join the beliefs or ideas (thesis) of individual students into a new joint belief--the compromise solution or synthesis. (See consensus building and Chapter 3 in Brave New Schools)

SYSTEMIC CHANGE or SCHOOL REFORM: Total transformation -- top-down, system-wide, international as well as national. "Systemic" means "one body having interacting and interdependent parts," which include pre-school, public elementary and high schools, private schools, colleges, universities, health clinics, and every other kind of community partner. Its motto--from The Structure of Scientific Revolutions by Thomas Kuhn who coined the word paradigm: The change "must occur all at once," it cannot be accomplished piecemeal by "disconnected projects or quick fixes." The planned deadline is school year 2000-2001.

SYSTEMS THINKING: The "new way of thinking," by which all things are seen as part of "the whole." Old definitions and ways of reasoning must be adapted to the new "holistic" or "wholistic" way of looking at nature, people, education, social problems, and the "environmental crisis." According to Education for Sustainability, page 5 (a publication prepared in partnership with President Clinton’s Council on Sustainable Development),systems thinking would "teach skills such as problem solving, conflict resolution, consensus building, information management, interpersonal expression, and critical and creative thinking." And, according to Corinne McLaughlin, first task-force coordinator for the PCSD, "The systems view sees the world in terms of relationships and integrated wholes whose properties cannot be reduced to those of smaller units."1 (See Global Education and "World Heritage 'Protection: UNESCO's War Against National Sovereignty'")

THRESHOLD: The point where a stimulus of increasing strength produces the desired response. In Mastery Learning, it shows how much psychological stimuli -- and what kinds of conditions -- will cause a student to behave the desired way (the required outcome)

TOLERANCE: Western culture & absolutes are forbidden

TRANSFORMATION: The process of "rethinking our present educational system and reshaping it to meet present and future needs of students and society.

TRANSFORMATIONAL OBE: An anti-intellectual, highly politicized plan for eliminating traditional education and changing the beliefs of students through psychological formulas for behavior modification. (See Mastery Learning)

UNESCO: United Nation’s Education Programs Organization that has infiltrated, through the Federal Dept of Education, for  socialist subversion in all US Public schools to conduct the brainwashing necessary to usher in the Globalist takeover of the US Constitution and US Sovereignty.

UNGRADED PRIMARIES: Since students "progress at their own speed", they remain in the ungraded primary class as many years as it takes to achieve the stated outcomes; not a good sign. (See Mastery Learning)

United States Coalition on Education for All (WCEFA): The U.S. arm of the World Conference on Education for All (WCEFA), established to link national goals and standards to international goals and standards. (See systemic change)

UN RIGHTS OF THE CHILD TREATY: The United Nations replaces parents as being the primary authority over children in those nations who have signed the treaty.

UNIVERSAL VALUES: Honesty, integrity, tolerance, and other values believed to be common to all the world's cultures. A serious look at history counters that presumption. Blinded by the light of politically correct history lessons, we forget that evils like torture and slavery were worldwide traditions characterized by cruelties far beyond America's experience or comprehension. Slavery and other horrors common to pre-Christian times ceased around the world only when confronted by the fast-spreading Bible-trained social conscience of the 19th century. (See Character Training for Global Citizenship and The UN Plan for Your Mental Health)

VALUES CLARIFICATION: A strategy for changing a student's Western values to Gloabal or Socialist values. It prods students to criticize traditional values, then choose "their own" values based on personal opinions and group consensus. Parents' values are irrelevant. (See Sex Ed and Global Values)

VISUALIZATION: Mental images formed in response to specific suggestions, which can lead children into an altered state of consciousness ranging from simple relaxation to a deep, hypnotic trance. Children may or may not encounter or communicate with spiritual entities such as "their animal spirit" or "a wise person." The Bible calls these spirits demons. (See Establishing a Global Spirituality – the Real Purpose of Multicultural Education)

WHOLE LANGUAGE: A reading and learning method which trains students to focus on words, sentences and paragraphs as a whole rather than letters. Sometimes called the "look-say" method, it ignores the proven success of phonics, and tells children to find meaning by guessing, by recognizing whole words they have memorized, by looking at the pictures, and by creating a context based on surrounding words. It emphasizes "rich content" (multicultural stories that fit the global paradigm) and encourages students to "construct their own meaning" (with guidance from peers and facilitator of consensus process). Retrieving or comprehending the traditional or intended meaning of the author is no longer important -- that is, unless the author teaches the global worldview. It serves to introduce children to the global worldview and context for learning before children are set free to explore more traditional and possibly contrary sources of information and values.

WORLD-CLASS EDUCATION: Non-competitive system based on national standards and benchmarks that match international standards. Students must embrace a common set of Marxist beliefs and values in preparation for the 21st Century global workforce. (See global education)

WORLD-CLASS STANDARDS: Standards for citizens in the new global economy. Planned by international leaders, they include attitudes, values and beliefs that reject or minimize national sovereignty and emphasize collectivism rather than individualism.

World Conference on Education for All (WCEFA): International organization working with the United Nations, countless non-governmental organizations (NGO), and individual nations to plan and promote OBE and Mastery Learning for all. (See systemic change)

YOUTH SERVICE: Programs designed to help students meet the national goal of "responsible citizenship" by instilling an attitude of service to the community or collective. (The source and purpose behind service learning are explained in Chapter 6 of Brave New Schools.)

ZERO TOLERANCE: Draconian law providing loopholes by which government officials, under the pretense of justice, can charge or harass an innocent person & silence dissent.