← Autodidact Archive · Original Dissent · Avalanche

Thread 5211

Thread ID: 5211 | Posts: 2 | Started: 2003-02-25

Wayback Archive

Avalanche [OP]

2003-02-25 14:23 | User Profile

[url=http://www.lewrockwell.com/yates/yates72.html]http://www.lewrockwell.com/yates/yates72.html[/url]

FedEd: Education for Global Government by Steven Yates

Allen Quist, FedEd: The New Federal Curriculum and How It’s Enforced. St. Paul, MN: Maple River Education Coalition, 2002. Pp. 153.

Suppose your aim is to obtain power over an entire society. You’ve decided that violent revolution is not the way to go. It’s disruptive, and if history is any guide, you might get your own nose bloodied a time or two. What do you do? This question has been asked – and answered – more than once. The Italian Marxist Antonio Gramsci’s answer – undertaking a "long march through the institutions" to infiltrate and "capture the culture" by stealth – is perhaps the best known. Gramsci wasn’t the first to come up with this idea, though. An earlier version already existed. It involved capturing the minds of the young. Moreover, if the job of transmitting a civilization’s aggregate knowledge and cultural heritage is entrusted to a single network of institutions, then so much the better.

We’ve had such a network for well over a hundred years. It’s called the public education system. We have Horace Mann and his Harvard Unitarians to thank for doing more than anyone else to get it started back in the 1840s. Mann studied the "Prussian model" in Europe and returned home to found the first such schools in this country. This model involves the state raising children to meet the needs of the state. This model gave us the word kindergarten, the product of an analogy between raising children (kinder) and growing vegetables in a garden (garten).

I’ve long considered the phrase public education a misnomer. It implies an institution that serves the public. It has been quite a while since government schools served the public, however. The slow decline in their capacity to educate since embracing Deweyan "progressive education" early in the last century is so well documented I need not repeat it here. Nor need I discuss more recent fads like OBE. But in the 1990s we went from the frying pan into the fire. As literacy levels plummeted to embarrassing lows, the feds began the largest power grab over education in U.S. history – in a move intended to pull in private schools and home schooling parents as well, eventually. At this point we come to the latest attempt to expose what the feds are doing to American children and why: Professor Allen Quist’s FedEd: The New Federal Curriculum and How It’s Enforced. Quist is imminently qualified to write it. An author and political scientist who also has a divinity degree, he was in the Minnesota House of Representatives in the 1980s, where he served on the House Education Committee and was influential in legalizing home schooling in that state. He has been involved with school boards. He currently teaches political science at Bethany Lutheran College in Mankato, Minnesota.

FedEd is a slim volume packs a colossal wallop. If there were any remaining doubts how much of the decline of government schools can be explained in terms of stealth social engineering, Quist’s study should lay them to rest. In certain respects, FedEd picks up where Charlotte Thomson Iserbyt’s the deliberate dumbing down of america leaves off. Her account was historical, going back over a hundred years, and literally overwhelms you with original documentation. Quist’s book is a much shorter and more succinct account of where we are now. Unlike Iserbyt’s encyclopedic tome it can be read in one or two sittings. Quist lays out the reasons for the anti-academic and anti-cognitive biases in government schools that are producing graduates who cannot walk up to a map of the world and find the United States – much less grasp our founding principles. In a sense, given their aims, government schools have to be regarded as spectacular successes rather than dismal failures. The evidence all points in a single direction: their intent has been to dumb down the citizenry of this country and produce a "new serfdom" – a global workforce totally subservient to the needs of omnipotent world government and its internationalist corporate partners.

In 1994 alone, this effort received three major boosts, in the form of the Goals 2000 Educate America Act, the School-To-Work Opportunities Act (STW), and a bill known simply as HR6, a funding appropriations bill for most federal education programs. Bill Clinton signed all three. (More recently, of course, George W. Bush signed the No Child Left Behind Act of 2001, which we are led to believe superceded STW.) Taken together, these bills hand control over curricular content to federal educrats, resulting in the New Federal Curriculum: FedEd, for short. Quist identifies seven themes running through FedEd (p. 43, p. 100, pp. 131-32, etc.):

  1. Undermining national sovereignty (moving us toward world government under the auspices of the United Nations).
  2. Redefining natural rights (substituting for the American view a Marxist and internationalist view justifying massive redistribution of wealth).
  3. Minimizing natural law (essentially by neglect).
  4. Promoting environmentalism (emphasizing the global nature of environmental issues, including promoting the pagan pseudo-religion of Gaia, Mother Earth).
  5. Requiring multiculturalism (including acceptance of homosexuality).
  6. Restructuring government (toward the idea that we live in a "global village," defining citizenship in global terms).
  7. Redefining education as job skills (preparing "human resources" for the global workforce).

....

Avalanche

2003-02-25 14:26 | User Profile

Alas, he doe NOT seem to be able to figure out who is at the BOTTOM of all his destruction of americans by "educating" them.... the jews!