Roots of America's Educational System
THE BIGGEST PROBLEMS ARE . . .

1932 - The father of progressive education, John Dewey, was made the honorary President of the National Education Association.

1933 - Dewey co-authored the first humanist manifesto.

Civilian Conservation Corps

1933 - 1942 started the Civilian Conservation Corps see the National Archives of Records of the Civilian Conservation Corps [CCC] In June 1933, the ECW decided that men in CCC camps could be given the opportunity of vocational training and additional education. Educational programs were developed that varied considerably from camp to camp, both in efficiency and results. More than 90 percent of all enrollees participated in some facet of the educational program. Throughout the CCC, more than 40,000 illiterate men were taught to read and write.

( National Guard Youth ChalleNGe Program, 75,000 young people in half of the 50 states have gone through it since the early 1990s. )

1994 What can so-called literate adults do? by Frank Foreman Here are seven of the 96 at the site (text altered slightly to fit this web page). I am sending these to amaze you, since the actual questions are rarely publicized.

2009 AND HOW ARE WE DOING NOW?
2009 ADULT ILLITERACY 1 in 7 thanks to the Department of Education.

1934 - In July at the 72nd annual meeting of the National Education Association, held in Washington, D.C., in a report titled, "Education for the New America, " Willard Givens, who will become executive secretary of the NEA in 1935 and serve for 17 years, said this: "A dying laissez faire must be completely destroyed and all of us, including the owners, must be subjected to a large degree of social control. An equitable distribution of income will be sought, and the major function of the school is the social orientation of the individual. It must seek to give him understanding of the transition to a new social order." Givens had submitted similar language in the report of the Committee on Education for the New America of the Department of Superintendents of the National Education Association at the Department's meeting in Cleveland on February 28 of 1934.

December 1934, the NEA Journal editor, Joy Elmer Morgan, writes an editorial calling for government control of corporations.

1938, on June 29, the "New York Herald-Tribune," covering the National Education Association convention in New York City reports: "Dr. Goodwin Watson, professor of education at Teachers College, Columbia University, begged the teachers of the nation to use their profession to indoctrinate children to overthrow conservative reactionaries directing American government and industry. He declared that Soviet Russia was one of the most notable international achievements of our generation.

1940, the National Education Association begins promoting the "Building America" social studies texts which a California Senate Investigating Committee on Education will later condemn for its subtle support of Marxism or socialism, contrary to American values.

Remember: (American Values is a code word which = Control by Corporation)

John Dewey wrote in 1897:

Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth.

Elwood Cubberly the future Dean of Education at Stanford wrote:

that schools should be factories "in which raw products, children, are to be shaped and formed into finished products... manufactured like nails, and the specifications for manufacturing will come from government and industry."

1942, in December, the National Education Association Journal editor Joy Elmer Morgan writes an editorial, "The United Peoples of the World," explaining a world organization's or world government's need for an educational branch, a world system of money and credit, a uniform system of weights and measures, a world police force, and other agencies.

1946, in January, the National Education Association Journal publishes "The Teacher and World Government" by Joy Elmer Morgan, editor of the "NEA Journal" from 1921 through 1955, in which he proclaims: "In the struggle to establish an adequate world government, the teacher can do much to prepare the hearts and minds of children for global understanding and cooperation. At the very top of all the agencies which will assure the coming of world government must stand the school, the teacher and the organized profession."

1946, In April the "NEA Journal" prints: "National Education in an International World," by L. Candel of Teachers College, Columbia University, who comments: "The establishment of the United Nations Education, Cultural and Scientific Organization marks the culmination of a movement for the creation of an international agency for education which began with Comminius. Nations that became members of UNESCO accordingly assume an obligation to revise the textbooks used in their schools. Each member nation, if it is to carry out the obligations of its membership, has a duty to see to it that nothing in its curriculum, courses of study and textbooks is contrary to UNESCO's aims."

1946, In August, the NEA sponsors a world conference of the teaching profession -- representatives from 28 nations are present -- which drafts a constitution for a world organization of the teaching profession. "The organization will hold its first regular meeting in August 1947 in Glasgow, Scotland and will be a mighty force in aiding UNESCO." These are the words of William Carr, Associate Secretary of the NEA's Education Policies Commission.

1947, in October, the National Education Association Journal includes "On the Waging of Peace," by NEA official William Carr, who states: "As you teach about the United Nations, lay the ground for a stronger United Nations by developing in your students a sense of world community. The United Nations should be transformed into a limited world government. The psychological foundations for wider loyalties must be laid. Teach about the various proposals that have been made for strengthening the United Nations and the establishment of world law. Teach those attitudes which will result ultimately in the creation of a world citizenship and world government. We cannot directly teach loyalty to a society that does not yet exist, but we can and should teach those skills and attitudes which will help to create a society in which world citizenship is possible."

1948, "Education for International Understanding in American Schools: Suggestions and Recommendations" is produced by the NEA with partial funding by the Carnegie Corporation and contains the following statements:

"The idea has become established that the preservation of international peace and order may require that force be used to compel a nation to conduct its affairs within the framework of an established world system. The most modern expression of this doctrine of collective security is in the United Nations Charter. Many persons believe that enduring peace cannot be achieved so long as the nation-state system continues as at present constituted. It is a system of international anarchy, a species of jungle warfare. Enduring peace cannot be attained until the nation-states surrender to a world organization the exercise of jurisdiction over those problems with which they have found themselves unable to deal singly in the past."

The Hidden Wealth of the Richest 1percent
Society's Parasites (The Speculators. Why Banks and S&Ls went Bankrupt.
THIS SOUNDS JUST LIKE THE 2008 WALL STREET BAIL OUT.

1952, the National Training Laboratories (NTL) becomes a part of the National Education Association. The NTL was founded in 1947 and sponsored by the NEA's Division of Adult Education Service. In 1968 the NTL will separate from the NEA and become an independent organization, and it will later, in 1986, be called the NTL Institute for Applied Behavioral Science.

In the 50's and 60's, the instructional process, exacting the wanted behaviors based on the Hegelian Principle, was laid out in the Taxonomy of Educational Objectives, book one, being the cognitive domain; book two, the affective domain; collectively known as Bloom's Taxonomy mastery learning, outcome-based education, the pedagogy of progressive education.

1954 WATCH a (51 min) Interview Norman Dodd was the Congressional Investigator of Tax Exempts Foundations who said these same tax exempts foundations have been operating a world wide collective estate by these foundations.
The Hidden Agenda for World Government. 1953 Director of Research for the Reece Committee Reece Committee Hearings - Tax-Exempt Foundations (1953) - Part 1 of 4

The Hegelian Principle in Education:
In final analogy, what we are talking about, in discussing education reform, is not Sputnik, seat time, clock time and the Taylorian education system; we are talking about a change in philosophy from the Traditional paradigm built upon and conducive to the tenets upon which this country was founded, to the Progressive paradigm the collaborative, cooperative, collective man willing to work for minimal compensation for the good of the collective whole, for the state.
[ see China ]

The Speculators 2008 Wall Street Meltdown and Bailout
The Size of Derivatives Bubble = $190K Per Person on Planet. According to various distinguished sources including the Bank for International Settlements (BIS) in Basel, Switzerland -- the central bankers' bank -- the amount of outstanding derivatives worldwide as of December 2007 crossed USD 1.144 Quadrillion Trilateral Commission

FINANCIAL LITERACY - THE BAILOUT

1962, "Issues in Human Relations Training" is published by the National Training Laboratories of the National Education Association. In this book the editors write that human relations, or sensitivity training: " . . . fits into a context of institutional influence procedures which includes coercive persuasion in the form of thought reform or brain-washing." The book also includes information about "change agent skills and unfreezing, changing and refreezing attitudes," and in David Jenkins' essay in the book, he explains that the Laboratories conducted by the NTL have recently moved from an emphasis on skill training to sensitivity training. He declares that the trainer has no alternative but to manipulate. His job is to plan and produce behavior in order to create changes in other people. The manual also states, regarding children, that "although we appear to behave appropriately, this appearance is deceptive. We are pseudo-healthy persons who can benefit from sensitivity training."

1963, In March and April, a special supplement of "AV Communication Review" is published as "Monograph No. 2" of the Technological Development Project of the NEA. The Project is under contract No. SAE-9073 with the United States Office of Education of Health, Education and Welfare, as authorized under Title 7, Part B, of the National Defense Education Act of 1958. The contractor is the NEA, and in this supplement you will find: "Another area of potential development in computer applications is the attitude-changing machine. Dr. Bertram Raven in the psychological department at the University of California in Los Angeles is in the process of building a computer-based device for changing attitude. This device will work on the principle that students' attitudes can be changed effectively by using the Socratic method of asking an appropriate series of leading questions, logically designed to right the balance between appropriate attitudes and those deemed less acceptable."

1967, "Humanizing Education: The Person in the Process," is edited by Robert Leaper for the Association for Supervision and Curriculum Development of the National Education Association, and contains Carl Rogers' article, "The Interpersonal Relationship and the Facilitation of Learning," in which Rogers declares: "The goal of education is the facilitation of change." Rogers was taught by William H. Kilpatrick at Teachers College where he received his Ph.D. in 1931. As a psychiatrist, he originated client-centered psychotherapy and helped found, with Abraham Mazlo, Ralomey Iraprogov and others, the Association for Humanistic Psychology in 1962.

1967, In October, the NEA "Journal" publishes "Helping Children to Clarify Values," by Lois E. Raths, Merrill Harmon and Sidney B. Simon, in which the authors declare: "The old approach seems to be to persuade the child to adopt the right values rather than to help him develop a valuing process. Clarifying is an honest attempt to help a student look at his life and to encourage him to think about it in an atmosphere in which positive acceptance exists. The teacher must work to eliminate his own tendencies to moralize."

1967, In November, the NEA "Journal" publishes, "The New Social Studies," in which one will read, "Probably the most obvious change occurring in the social studies curriculum is a breaking away from the traditional dominance of history, geography and civics. Materials from the behavioral sciences, sociology, social psychology, are being incorporated into both elemental and secondary school programs." The NEA Executive Secretary, Sam Lambert, comments: "The NEA will become a political power second to no other special interest group. The NEA will have more and more to say about how a teacher is educated, whether he should be admitted to the profession, and whether he should stay in the profession."

1968, Elizabeth Coones became the head of the National Education Association, making "teacher power" the rallying cry of her administration. She advocated that teachers organize, agitate and strike. She also promoted the kibbutz concept. On September 23, she addressed the American Association of Colleges for Teacher Education and stated: "The National Education Association has a multi-faceted program already directed toward the urban school problem, embracing every phase from the Head Start Program to sensitivity training for adults, both teachers and parents."

1969, in January, "Today's Education," published by the NEA, contained an article called "Forecast for the '70s" by Harold and June Shane. Their article was a digest of many articles within which you can find the following comments: "Ten years hence, it should be more accurate to term him, the teacher, a learning clinician. This title is intended to convey the idea that schools are becoming clinics whose purpose is to provide individualized psycho-social treatment for the student, thus increasing his value both to himself and to society. Educators will assume a formal responsibility for children when they reach the age of two, with mandatory foster homes and boarding schools for children between ages 2 and 3 whose home environment was felt to have a malignant influence and children would become the objects of biochemical experimentation."

1970, July 3, NEA President George Fisher tells NEA representatives at an assembly that "A good deal of work has been done to begin to bring about uniform certification, controlled by the unified profession in each state. A model Professional Practices Act has been developed, and work has begun to secure passage of the Act in each state where such legislation is needed. With these new laws we will finally realize our 113-year-old dream of controlling who enters, who stays, and who leaves the profession. Once this is done, we can also control the teacher training institutions."

September 1970, in NEA's "Today's Education" editorial, one reads: "The change-agent teacher does more than dream. He builds, too. He is part of an association of colleagues in his local school system, in his state, and across the country that makes up an interlocking system of change-agent organizations. This kind of system is necessary because changing our society through the evolutionary educational processes requires simultaneous action on three power levels."

Perhaps not coincidentally, at about this time, Health, Education and Welfare lets contract No. OEC-0-8-080603-4535010, under which portions of "Training for Change Agents" (1973) by Ronald and Mary Havelock, will be developed, and in which one reads: "The advocator-organizer-agitator (ADORAG) and social architect change-agents would receive training in value clarification. Because of his political and ego strength, the ADORAG is relatively invulnerable to the system. He is able to ride or create a crisis to escalate frictions and protests. Knowledge of the law and strategies of confrontation and civil disobedience will be extremely helpful. Three to six crucial school districts in one state would be identified in which inside and outside change teams would work on their projects."

Remember in 1906 the Rockefeller Education Board

In our dreams . . . people yield themselves with perfect docility to our molding hands. The present educational conventions [intellectual and character education] fade from our minds, and unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into philosophers or men of learning or men of science.

In July, 1972, Rockefeller called his first meeting, which was held at Rockefeller's Pocantico compound in New York's Hudson Valley. It was attended by about 250 individuals who were carefully selected and screened by Rockefeller and represented the very elite of finance and industry.

1973 David Rockefeller founded the Trilateral Commission: World Shadow Government. To put it simply, Trilateralists are saying: The people, governments and economies of all nations must serve the needs of multinational banks and corporations.

The Trilateral Commission is a private organization, established to foster closer cooperation between America, Europe and Japan. It was founded in July 1973, at the initiative of David Rockefeller; who was Chairman of the Council on Foreign Relations at that time. The Trilateral Commission is widely seen as a counterpart to the Council on Foreign Relations. The August Review: The Trilateral Commission:
Usurping Sovereignty "The Trilateral Commission: Usurping Sovereignty" By Patrick Wood the effect of their “New International Economic Order” on the U.S. has been nothing less than devastating. (See America Plundered by the Global Elite for a more detailed analysis)
The philosophical underpinnings of the Trilateral Commission are pro-Marxist and pro-socialist. They are solidly set against the concept of the nation-state and in particular, the Constitution of the United States. Thus, national sovereignty must be diminished and then abolished altogether in order to make way for the New World Order that will be governed by an unelected global elite with their self-created legal framework.

In the spring of 1974, the Federal Office of Education will give a grant of $5.9 million for 500 change-agents to be changed at 21 institutions of higher education around the country. "The Commission on Professional Rights and Responsibilities," a National Education Association brochure No. 163-04940-71, lists among the Commission's purposes to: "gather information about the various individuals and groups who criticize or oppose education and make resumes of their activities." ED031800 - Rules of Procedure for Investigation.

"Schools for the '70s and Beyond: A Call to Action" is published by the National Education Association and it declares that: "Teachers who conform to the traditional institutional mode are out of place. They might find fulfillment as tap dance instructors or guards in maximum security prisons or proprietors of reducing salons or agents of the Federal Bureau of Investigation. But they damage teaching, children and themselves by staying in the classroom."

1972, the National Education Association President, Catherine Baron, stated: "We are the biggest potential political fighting force in this country, and we are determined to control the direction of American education."

The Higher Education Roots of NEA, 1857-Present
One of the most illustrious university figures to participate in the NEA at this time was James D. Conant of Harvard, the chairman of the National Defense Research Commission during World War II, U.S. High Commissioner for Germany during the post war occupation, and later Ambassador to West Germany. Dr. Conant served on the NEA's Educational Policies Commission for 16 years, becoming its chairman in 1950. The NEA proposed that the American Association of Higher Education undertake this task among the faculties of four-year institutions. The AAHE's leadership rejected the proposal and indicated their opposition to collective bargaining. The NEA then established the National Society of Professors (NSP) to organize college and university faculties. The AAHE severed its ties with NEA and became an independent association in 1971. The American Association of School Administrators and the Associations of High School and Elementary School Principals also became independent organizations at this time. The National Faculty Association of Community Junior Colleges and National Society of Professors eventually merged to form the NEA National Council for Higher Education in 1974.

Teachers Take Control

The late 1960s and early 1970s witnessed the most profound change in NEA's history. The public school, college, and university administrators who had managed the affairs of the Association for over 100 years relinquished their control to classroom teachers and faculty members.
From the 1920s to the 1960s public school administrators had recruited teachers throughout the United States into NEA. By the end of the 1960s the teachers were in control of the organization. Community college, four-year college, and university faculty members participated actively in this evolution.
For over 100 years NEA had been essentially a professional society. In a single decade it became one of the largest and most powerful unions in the United States. By 1990, NEA had also developed one of the most effective legislative and political action programs in the country. All of this was achieved while expanding its professional development and instructional improvement programs. For example, a National Foundation for the Improvement of Education was created in 1969. Today, the National Education Association is both a union of professionals and a professional association.

Privatizing Education Takes Control

1999 controlling the education of students everywhere with a uniform and politically correct curriculum of compliance and servitude is obvious to international observers.

In a paper by Angela C. Siqueira presented to the Annual Conference of the Comparative and International Education Society called "The World Bank New Discourse and the 1999 Education Strategy", secret documentation is examined that already describes global education policies that will be applied to education initiatives around the world that eerily predict the form and deployment of NCLB in America.

Based on the 1999 education sector strategy and World Bank documents... -snip-
[ . . . it seems that the main target is to create intellectual dependence and impose a one-sided solution and view of the world, by eliminating the possibility for the emergence of alternative perspectives.
In summary, the Knowledge Management Bank and its Education Knowledge Management System seem to be an attempt to foster the commodification, sterilization, and standardization of knowledge.
Therefore, it constitutes a serious peril to democracy, which presupposes diversity and not homogeneity.

1999 Ignite!, Inc. an educational software and hardware company co-founded in 1999 by Texas businessman Neil Bush brother of Former President George W. Bush and Former Florida Governor Jeb Bush, and son of former President George Herbert Walker Bush and Ken Leonard the current CEO, who from the desire of conglomerates and neo-con factions of the Republican party, created the prototype in America of a closed, tightly controlled public school curriculum that would uniformly classify its graduates according to the needs of these international power brokers.

Texas Scam - Reading First Program owned by President Bush's brother Neil Bush is a Fraud Scam
BUSH'S FAMILY PROFITS FROM 'NO CHILD' ACT - READING FIRST AND VOYAGER EXPANDED LEARNING

2006 Charlotte Iserbyt served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America's classrooms.

THE BIGGEST PROBLEM ARE GLOBAL CORPORATIONS
- COMMERCE WITHOUT CONSCIENCE -

The Corporation Video Part 1 of 15

Noam Chomsky

• 80-20 rule, private tirannies, strategic alliances
• Should Corporations Have Rights?
• On Corporate Propaganda
• Free Market Fantasies by Noam Chomsky 1/5
• Why The Elites Hate Democracy
• Taxes

Education Inc.

Campaign for a Commercial Free Childhood - Marketing to Children

Commercializing Childhood: The Corporate Takeover of Kids’ Lives

These quotes are the intro to "The Dangerous Myth of Grade Inflation" By Alfie Kohn

• One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work. -- Report of the Committee on Raising the Standard, Harvard University, 1894
• Grade inflation got started ... in the late '60s and early '70s.... The grades that faculty members now give ... deserve to be a scandal. -- Professor Harvey Mansfield, Harvard University, 2001
• Grades A and B are sometimes given too readily:
• Grade A for work of no very high merit, and Grade B for work not far above mediocrity....