BRAINWASHING - A Revolution in Education

A revolution in education occurred which took place over the span of multiple decades. This was one of the most important revolutions in history, yet there was little mention of it in the mainstream. To accomplish it, foundations such as Carnegie & Rockefeller, used the Problem-Reaction-Solution formula, which consisted of the creation of problems, followed by solutions (changes). These changes were facilitated by local Change Agents. The Change Agents introduced a new system of education, which has been used in communist dictatorships.

Charlotte Iserbyt was the Senior Policy Advisor at the U.S. Department of Education during the 1980s & was trained as a Change Agent to help promote this change. In her book, The Deliberate Dumbing-Down of America, she provides evidence in the form of a timeline, which contains a paper trail dating back to the 1930s, consisting of mainstream news, congressional records, & publications authored by these institutions. Her evidence shows undeniably that the major Tax-exempt Foundations caused a drastic change in the school system, by way of legislation, incredible funding, propaganda, & deception.

Iserbyt stated, "Principals who resisted innovation eventually ended up being forced out of the system undergoing radical change." "Their trials and tribulations, " says Iserbyt, "were known only to them, and what they underwent during the change agents' activities in their schools could be described as inhumane treatment." Is it possible that this inhumane treatment included Mobbing? Probably. The Change Agents were equipped with information on how to identify resisters, sneak in controversial methods using Semantic Deception, & manipulate naive school boards.

Iserbyt describes a Change Agent, as, "[a] term used by many people, including President Clinton, leading educators, and social engineers, to identify individuals, highly trained in the group process and in the Delphi Technique." The Delphi Technique is a method used to manipulate a group, large or small, during a Q&A period so it arrives at a predetermined conclusion. She continues, "These people are designated to bring about controversial change in education, in the operation of our local and state governments, and at the federal and international levels." After resisters were identified, Change Agents would use other educators who had embraced the new system to pressure them into conforming. Non-conformists were forced out of the industry.

Interestingly, this new method of teaching which Iserbyt speaks of, coincides exactly with the Reece Committee findings during the 50s. Congress investigated these major foundations, & discovered they were funding subversive political movements, which favored a one-world government. These movements were accomplished using "vast propaganda," & behavior modification, backed by heavy financing. The Commission on Industrial Relations also studied them under the Congressional Act of August 23, 1912, & discovered that they posed so "grave a menace" to our way of life that they should be dismantled.

The Reece Committee concluded that the Tax-exempt Foundations, & their interlocks have significant control over public education, which "has been accomplished by [using] vast propaganda, by supplying executives and advisors to government and by controlling much research in this area through the power of the purse." They discovered that the primary objective of these charitable groups is to promote a "world government."

According to Iserbyt, instead of focusing on conveying knowledge, public education is now mostly about changing a person's fixed attitudes & beliefs. The new system is based specifically on the works of behaviorists such as Ivan Pavlov & B.F. Skinner. Pavlov & Skinner are best known for their behavior modification tests on rats, pigeons, & dogs. In some cases, communist educators from Russia & China were literally flown into the U.S. to help with the re-structuring.

On August 1, 1977, the Washington Post ran an article entitled, New Curriculum Shifts Teaching Methods in District, stating, "the new curriculum is based on the work in behavioral psychology of Harvard University's B.F. Skinner who ... trained pigeons during World War II to pilot and detonate bombs and torpedoes." The post quotes Washington D.C. Assistant Superintendent, James Guines, who stated, "If you can train a pigeon to fly up there and press a button and set off a bomb ... why can't you teach human beings to behave in an effective and rational way? We know we can modify human behavior. ... This is the biggest thing that is happening in education today."

Iserbyt essentially states that public schools are factories, & compares the educational process to an assembly line, whereas, at the end of this line (graduation), you'll find a predictable product--an indoctrinated person. This appears to be a process of mental castration where students are conditioned to be small-minded, which makes them easier to control. This new system has an emphasis on "global interdependence," with little tolerance for independent freethinkers. This means the financial interests that funded this revolution want everyone completely dependent on the global state in their New World Order. This is obviously for control purposes.

Iserbyt wrote, "I had experienced traveling in and living in socialist countries. When I returned to the United States I realized that America's transition from a sovereign constitutional republic to a socialist democracy would not come about through warfare (bullets and tanks) but through the implementation and installation of the "system" in all areas of government... The brainwashing for acceptance of the "system's" control would take place in the school--through indoctrination and the use of behavior modification, which comes under so many labels..." She warned that this, "war has, in fact, become the war to end all wars ... [if] citizens on this planet can be brainwashed ... using dumbed-down Pavlovian/Skinnerian education, to accept what those in control want."

This revolution apparently took place as part of the installation of a world government & according to Iserbyt, the "brainwashing" is part of a plan to achieve a type of "global feudalism," which will be managed by behavioral scientists. "[T]he carefully laid plans to change America from a sovereign, constitutional republic ... to just one of many nations in an international socialist (collectivist) system (New World Order) are apparent," proclaims Iserbyt. "Only a dumbed down population ... could be expected to willingly succumb to the global workforce training planned by the Carnegie Corporation and the ... Rockefellers ...which is being implemented by the United States Congress." This global school system is managed by UNESCO.

In his book, How The World Really Works, Alan B. Jones states that this new system is designed to, "produce socialization, which would in turn enable a "comfortable merger" into a whole which could readily be controlled by the elites at the top." "Comfortable merging," he described, "required the ... dumbing down of American society, and ... suppression of individual initiative... We see such suppression and dumbing down both being advanced in our public schools," he said, "by the ... National Education Association."

In a Congressional Record dated Tuesday, September 4, 1962, Representative James Utt of California, wrote, "I have long contended that UNESCO posed a threat to our American youth by imposing international control of our curriculum by an international organisation which does not embrace ... liberty and freedom." Utt quotes an article on UNESCO written by Paul Harvey, who stated, "UNESCO is the United Nations Educational, Scientific, and Cultural Organisation. It is an organisation with thousands of publications too vast to enumerate. UNESCO booklets are distributed through the National Education Association and the PTA to teachers and students."

"UNESCO literature," he continued, "is issued through YMCA groups, churches, radio and TV programs, newspapers, magazines, civic groups, [&] government agencies, but mostly directly and indirectly, its philosophy of one-world government is aimed at the classroom. Twelve persons connected with the administration of UNESCO have been identified in sworn testimony before congressional committees as Communists. Eleven have been connected with Soviet espionage. Six others refused to appear before Government loyalty boards."

Working through universities, which they control by tax-exempt grants, the financial elite used professors, & other authors to publish articles & books praising this new system of education. On August 8th, 1927, The Christian Science Monitor reported on the World Federation of Education Associations (WFEA) meeting in Toronto Canada. The commissioner of education for the state of Maine, Dr. Augustus Thomas, stated, "If there are those who think we are to jump immediately into a new world order, actuated by complete understanding and brotherly love, they are doomed to disappointment. If we are ever to approach that time, it will be after patient and persistent effort of long duration."

In the December 1933 issue of Progressive Education, appeared an article entitled, A New Definition of the Educated Man, by Dr. George Hartmann, Professor of Educational Psychology at Pennsylvania Sate College. In the article Dr. Hartmann wrote, "There are some purists who will be frightened by the indoctrination which must inevitably follow if this recommendation is effective... Such an objection is silly... How any one with the least pretensions to higher education can fail to be thrilled by the ultimate prospects of a single world government ... and the enlightened practice of eugenics ... is a riddle which can be explained only by a blind, exclusive regard for the immediately practicable."

A book entitled Conclusions And Recommendations For The Social Studies was published in 1934 by Professor Harold Laski. The book was the result of a $340,000 study funded by the Carnegie Corporation, which was conducted by the American Historical Association. Professor Laski wrote, "The Commission could not limit itself to a survey of textbooks, curricula, methods of instruction, and schemes of examination, but was impelled to consider the condition and prospects of the American people as a part of Western Civilization merging into a world order. The implications for education are clear and imperative: the efficient functioning of the emerging economy and the full utilization of its potentialities require profound changes in the attitudes and outlook of the American people."

He continued, "Organized public education in the United States ... is now compelled ... to adjust its objectives, its curriculum, its methods of instruction, and its administrative procedures to the requirements of the emerging integrated order. If the school is to justify its maintenance and assume its responsibilities, it must recognize the new order and proceed to equip the rising generation to cooperate effectively in the increasingly interdependent society." Once more, there is an emphasis on "interdependence," on the system for control purposes. There are plans to eliminate any type of independent thinking instilled by parents.

Matthew James, author of the book, Homeschooling Odyssey, prepared his daughter by teaching her to read before the first grade. But after her enrollment, he noticed a negative change in her behavior. James eventually ended up reading material taught in grades one through three at the school she attended. He noticed that she & the rest of the children were under attack by a stream of poisonous material which was obviously part of a hidden agenda to instill feelings of hopelessness, destroy their self-confidence, & alienate them from their parents.

Using symbolism & themes, the teachers would get the children to identify with the human-like animals in these books & alter their beliefs & attitudes by the lessons learned in the fables. When individual thinking or action was expressed by these animals, it was almost always connected with physical or emotional pain. James wrote, "The young reader, vicariously, would live through the identical experience and learn the identical lesson in peer-dependence." He explained, "Animal dads, moms, and grandparents were portrayed over and over as mean, stupid, unreliable, bungling, uncaring, impotent or incompetent. Relationships with their children were almost always dysfunctional ... [&] communication and reciprocal trust were non-existent."

Lord Bertrand Russell, a Nobel Prize Winner with ties to British Royalty, wrote in his book, The Impact Of Science Upon Society, that "Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished..." "Influences of the home are obstructive" says Russell, "and ... [it] is for a future scientist to make these maxims precise and discover exactly how ... to make children believe that snow is black." He added, "When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen."

-Sources-
To accomplish it: The Deliberate Dumbing-Down of America, Charlotte Iserbyt
Principals who resisted: Ibid
[a] term used by many people: Ibid
The Delphi Technique: http://en.wikipedia.org/wiki/Delphi_method
Interestingly, this new method of teaching: Foundations: Their Power & Influence, Rene Wormser
The Reece Committee concluded: Ibid
behaviorists such as Ivan Pavlov & B.F. Skinner: DDDOA, Charlotte Iserbyt
New Curriculum Shifts Teaching Methods in District: Skinner Curriculum-Washington Post, (www.Americandeception.com)
I had experienced traveling: DDDOA, Charlotte Iserbyt
states that this new system is designed to: How The World Really Works, Alan B. Jones
global feudalism: Ibid
Representative James Utt of California: Congressional Record on UNESCO, (www.Americandeception.com)
The Christian Science Monitor: DDDOA, Charlotte Iserbyt
In the December 1933 issue of Progressive Education: Ibid
Conclusions And Recommendations For The Social Studies: Ibid
Matthew James, author of the book: Homeschooling Odyssey, Matthew James, (www.Americandeception.com)
The Impact Of Science Upon Society: DDDOA, Charlotte Iserbyt; http://en.wikipedia.org/wiki/Bertrand_Russell

A Revolution in Education (Part 2)

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.""

[Footnotes]
* 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.

-Sources-
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)

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