The book, Conclusions and Recommendations, was also mentioned in a September 15, 1948 publication entitled, Education For The New Social Order, by Augustus G. Rudd, Chairman of the Guardians of American Foundation. He wrote, "From "Conclusions and Recommendations" we learn in detail how this indoctrination through the schools is to be accomplished. The propaganda vehicle is to be the new Social Science course, supplanting the traditional United States history, geography, and civics. Textbooks are to be rewritten, special courses and teacher's guides are to be prepared and other teaching material is to be carefully selected to accomplish this purpose..."
Rudd continued, "Soon the entire scheme of indoctrination ... [will be] entrenched in our educational system from grade schools, to colleges." Courses which pertain to this new system are written, he explained, then they "devise courses for teachers, which sell them on the philosophy and expect them to sell the community... Then teachers' colleges fall into line by making similar courses mandatory for those seeking advanced degrees. ... And so the cycle of propaganda is complete. All of which has been financed by millions of ... dollars from educational foundations assisting to cut the throat of the very economic system which created them!"
Ongoing battles took place during this revolution between those who recognized what the new system was really about, & the agents/foundations. A resolution passed by the Normal School section of the National Education Association in St. Paul Minnesota in 1914, stated, "We view with alarm the activity of the Carnegie and Rockefeller Foundations--agencies not in any way responsible to the people--in their efforts to control the policies of our State educational institutions, to fashion after their conception and to standardize our courses of study, and to surround the institutions with conditions which menace true academic freedom and defeat the primary purpose of democracy..."
In a report entitled, The Greatest Subversive Plot In History, Representative John T. Wood of Idaho, stated in the Congressional Record on Thursday, October 18th 1951, "Just how careless and unthinking can we be that we permit this band of spies and traitors to exist another day in this land we all love? Are there no limits to our callousness and neglect of palpable and evident treason stalking rampant through our land, warping the minds and imaginations of even our little children, to the lying propaganda and palpable untruths we allow to be fed to them through this monstrous poison? ... UNESCO's scheme to pervert public education appears in a series of nine volumes, titled Toward World Understanding which presume to instruct kindergarten and elementary grade teachers in the fine art of preparing our youngsters for the day when their first loyalty will be to a world government..."
The record continues, "The program is quite specific. The teacher is to begin by eliminating any and all words, phrases, descriptions, pictures, maps, classroom material or teaching methods of a sort causing his pupils to feel or express a particular love for, or loyalty to, the United States of America. Children exhibiting such prejudice as a result of prior home influence," which "UNESCO calls ... the outgrowth of the narrow family spirit ... are to be dealt an abundant measure of counter propaganda at the earliest possible age. Booklet V, on page 9, advises the teacher that: The kindergarten or infant school has a significant part to play in the child's education. Not only can it correct many of the errors of home training, but it can also prepare the child for membership ... in the world society."
In the December 1976, Volume 10 issue of The Phyllis Schlafly Report, Jo-Ann Abrigg, wrote, "There are many other techniques being used to change and modify the child, such as: Psychodrama, Role Playing, Role Reversal, Soliloquy, Group Dynamics, Encounter Group Sessions, Sensitivity Training Sessions, "All About Me" Diaries, Daily journals, reality therapy, [&] magic circles." "All these techniques," she says, "were designed and utilized originally by licensed psychiatrists treating emotionally disturbed patients in ... mental clinics and hospitals."
In an article called, Network for Global Control, Ed Dieckmann Jr., describes sensitivity training as "coercive persuasion in the form of thought reform or brainwashing." The definition, he says, comes directly from page 47 of Issue In Training, which he explains is a "manual for group leaders published in 1962 by the National Training Laboratories (NTL) of the National Education Association (NEA)." Dieckmann says this type of training was used in Nazi Germany.
In 1984 Jacqueline Lawrence provided testimony before the Subcommittee On Education, Arts and Humanities of the Senate Committee on Labor and Human Resources, under Senate Joint Resolution 138. She stated, the "Behavioral Science Teacher Education Program (BSTEP--OE 5803) [is poised] to introduce to the classroom methods employed by the behavioral scientists, the sociometrist, and the psychiatrist. Such methods are the most coercive and manipulative known to man today. They were originally developed and used for treating [the] mentally disturbed in mental institutions and the criminally insane in prisons."
"The techniques" described Lawrence, include "role-playing, psychodrama, sociodrama, simulation games, guided fantasy, diary-keeping, situation attitude scale tests, encounter groups, magic circle, and behavior modification such as isolation, [&] time-out boxes..." Lawrence sites one example of a role-playing drama, where blond children in fifth grade were told to sit in the back of the class for a week & not participate in any class work. During this week, children with brown hair were encouraged to insult, pick on & taunt them. Lawrence asks, "How much learning went on in that classroom for five days? Some children enjoyed taunting and bullying. Was the week spent on such "experiential learning" quality time? What about the seven and one-half hours spent in taunting? Would this time have been better spent on academic learning?"
Continuing, she stated, "In addition to training teachers, a special cadre of sensitive manipulators, known as change agents, were trained to facilitate the process of change and to identify forces which resisted change. ... Dr. John Goodlad's Report to the President's Commission on School Finance, Issue #9, "Strategies for Change," dated October 1971, explains that the change agent ... creates the Early Majority and influences the Leaders, and then gets both of these groups to act in concert with him to level a triple attack on the Resisters."
"Various tactics and techniques," sustained Lawrence "are used in classrooms to make a child reveal himself to his teacher and peers. The examples I use below are nationally used and have received federal funding." They include the, "Magic circle" which consists of the teacher gathering the children into a circle "where they are encouraged to discuss personal feelings about one another, their parents, and home life." "Family size, advantages, disadvantages, comparison of toys, vacations, and clothing," is also discussed, says Lawrence. "Family conflicts, worries and fears are often revealed. ... Perhaps the most frequently used strategies for self-revelation are the diary and role-playing."(*)
One specific example of role-playing is the "Lifeboat Game" which is offered under the guise of a "Critical Thinking" skill. Students are given a scenario where they're shipwrecked & have a small boat which won't support everyone. So they're given a profile of the different people, & need to decide who is worthy of boarding the lifeboat. A variation of this is the "bomb shelter" scenario, where fifteen people are in a shelter which only supports seven. The students are given the capabilities & backgrounds of everyone & need to decide who should live. They must make a decision which puts eight people to death, because finding another alternative is not acceptable.
Lawrence continues her description, saying, "The diary has been used for years in Russia and China..." The diary is apparently used to assist the "educators" in identifying where a child is in their fixed values & beliefs, so they can alter them more effectively. "More recently," says Lawrence, "the personal diary was found in Guyana throughout the Jim Jones compound." The Lawrences organized the Parents Who Care group & confronted their local school district with what they had discovered. They gained enough publicity to get the attention of a former WWII OSS operative who happened to be an expert on propaganda & brainwashing. His name was Edward Hunter & he is credited with the actual creation of the term, "brainwashing." Hunter authored a book entitled, Brainwashing: The Story of Men Who Defied It.
Apparently he studied the course material provided by the Lawrences & confirmed that it definitely contained consistent examples of Chinese & Russian brainwashing techniques. "Brainwashing," declared Hunter, "was the new procedure, built up out of all earlier processes of persuasion, using the Pavlovian approach to make people react in a way determined by a central authority, exactly as bees in a hive." "The existing system of education is little more than a conditioning mechanism, wrote Professor Antony C. Sutton in his book, America's Secret Establishment. He explained, "It has little to do with education in the true sense, and a lot to do with control of the individual. This requires suppression of individualist tenancies and a careful spoon-feeding of approved knowledge."
According to this evidence, the object of public education has shifted from the transmission of knowledge, to the changing of behavior. This new global system of teaching is under the control of UNESCO. It draws heavily on methods used to train rats, pigeons, & dogs. It is funded by the same foundations which congress declared were subversive & revealed were promoting communist/fascist values through financing & propaganda. These foundations are interlocked with Think Tanks & other financial interests that have funded dictatorships which contained extensive citizen informant networks.
In the book, the Hidden Evil, I provided evidence that this global Gang Stalking program was created by Think Tanks, & funded by the Tax-exempt Complex. The program was formed to assist with a silent revolution called the New World Order. I stated that the recruitment & training faction of it, "more than likely appears professional & is equipped with supporting propaganda delivered by trusted authority figures..." The revolution in education is another example of how massive deception is used to indoctrinate millions of people into a system of global control, which will eventually result in their own ruin.
The methods used to recruit this global network of Gang Stalkers, appears to be the exact same deception. It was also apparently done by the same financial interests, for the same political movement. The revolution in education provides some potential insight relating to exactly how the Hidden Evil was setup in communities of the NATO nations. For instance, was the Problem-Reaction-Solution formula used? Were Change Agents sent in to local communities to "sell" the program afterward? One thing is for sure, a stunted, gullible, naive society provides ample recruits for a global Gang Stalking program.
Dr. John L. Tildsley, the former Assistant Superintendent of Schools, New York City, explained it this way, "[They] plan to capture the collectivist society by exploiting (not really educating) the children through the agency of the teachers and enrolling them in a movement approved by probably not five percent of the parents." Iserbyt says that this has all been done under the guise of "creating a better world, making the people smarter, [&] ending wars." "This whole scheme" agrees Rudd, "is [so] skillfully designed that it has fooled millions of people. In fact, many adults and even teachers have been deceived by this program which masquerades cleverly under the attractive banner of ... an effort to improve our "democracy.""
* In future reports I'll provide evidence that this process of self-disclosure also serves to help behaviorists identify children who may become adults that pose a threat to the existing control structure. These children are often given Ritalin or a similar drug. Unsurprisingly, they tend to be males with leadership traits.
The book, Conclusions and Recommendations: Vital Speaches of The Day, Education For The New Social Order, Augustus G. Rudd, (www.Americandeception.com)
A resolution passed: DDDOA, Charlotte Iserbyt
The Greatest Subversive Plot In History: Ibid
In the December 1976: The Phyllis Schlafly Report, December 1976, Volume 10, Jo-Ann Abrigg, (www.Americandeception.com)
describes sensitivity training as: Network for Global Control, Ed Dieckmann Jr, (www.Americandeception.com)
In 1984 Jacqueline Lawrence: DDDOA, Charlotte Iserbyt
Hunter was also the author of a book: Ibid
was the new procedure, built up: http://www.crossroad.to/Quotes/globalism/Congress.htm
The existing system of education: America's Secret Establishment, Professor Antony C. Sutton
capture the collectivist society: Vital Speaches of The Day, Education For The New Social Order, Augustus G. Rudd, (www.Americandeception.com)
creating a better world: DDDOA, Charlotte Iserbyt
is [so] skillfully designed: Vital Speaches of The Day, Education For The New Social Order, Augustus G. Rudd, (www.Americandeception.com)