 |
The
New
World Order (NWO) |
|
"War is peace" "Freedom is slavery" "Ignorance is strength" |
| "Theoretically a society could be completely
made over in something like 15 years, the time it takes to inculcate a
new culture into a rising crop of youngsters. "
SPECIAL COMMITTEE TO INVESTIGATE TAX-EXEMPT FOUNDATIONS, 83RD CONGRESS, 1954 |
 Many
quotes in this articlecome directly from Berit Kjos' book Brave New Schools |
Kids are being told there is no meaning to life. There is no right; no wrong. They are to make their own decisions based on feelings and whims, and- if the parent interferes or restrains the child or attempts to discipline the child- children are to turn the parent in to the state for mental or psychological abuse. Parents find it much more difficult to discipline and teach their children. After all, why should the child obey the parent and spell words correctly when the teacher gives them high marks for "creative" and/or inventive spelling? Why obey when the parent can be thrown in jail for disciplining his own child? They teach there is no right way to spell a word; no right to way to pronounce it; no meaning in it; no absolutes. Life becomes meaningless. This process is being implemented for the disorganization of mind and behavior-or mental breakdown. What follows this despair is a total desolation with nothing left but mysticism. Those raised on mysticism and superstition are easy to lead- easy to program- easy to enslave.
That's what is resulting from in-school mental health programs, the "behavior modification cycle of OBE, the Medicaid-financed programs for "at-risk" students, School-to-Work, multiculturalism, diversity training and the NEA-promoted counseling sessions. They all contribute to "creating the international child of the future."
Listen to the words of Harvard psychiatry professor Chester Pierce, enunciated in a speech at the Childhood International Seminar in 1972 in Denver. Pierce told educators:
| "Every child in America entering school at
the age of 5 is mentally
ill because he comes to school with certain allegiances to
our founding fathers, toward our elected officials, toward his parents,
toward a belief in a supernatural being, and toward the sovereignty of
this nation as a separate entity. It's
up to you as teachers to make all these sick children well- by creating
the international child of the future."
From keynote address to the Association for Childhood Education International (Denver, April 1972) by Chester M. Pierce, Professor of Education and Psychiatry in the Faculty of Medicine at Harvard University. |
The blueprint for "creating the international child of the future" would end parents' freedom to transmit Christian beliefs to their children. From the globalist perspective, our freedom to raise our children blocks their freedom to train all children. To them the needs of the whole-the Earth as well as its people-would transcend the rights of the individual.
Kathy Collins, former Legal Counsel to the Iowa Department of Education, typifies the growing hostility toward Christian parents. Ponder her assertion in the article "Children Are Not Chattel":
| "Children . . . are not "owned"
by their parents. . . . The Christian fundamentalists who want the freedom
to indoctrinate their children with religious education do not understand
[that] the
law that prevents them from legally teaching their kids prevents someone
else from abusing theirs."
Kathy Collins, "Children Are Not Chattel," in Free Inquiry, a publication of CODESH (Formerly Council for Democratic and Secular Humanism, Now Council for Secular Humanism), Fall 1987, p. 11. |
In simpler words, training your children according to biblical truth is equated with child abuse. From the new-paradigm perspective, the old beliefs are handicaps which block their evolution into a global citizen and hinders the mission of the "brand-new American school." (A term coined by Lamar Alexander in his address at the 1989 Governors' Conference in Kansas.)
To save children from the hands of uncooperative parents, the change agents have devised a clever plan: Place them in the hands of the "local community."
Fred Newmann, Director of the Center on Organization and Restructuring of Schools, explains a small part of that strategy in his article "School-wide Professional Community."
| "It takes a whole village to raise a child."
The much-quoted African proverb says it can't be done by an individual
teacher, or even by several teachers working independently. Instead, it
requires communal effort of many adults, in a variety of roles, who share
a unified common purpose, and who help one another to teach and socialize
their youth. . . ."
Fred M. Newmann, "Schoolwide Professional Community," in Issues in Restructuring Schools, Center on Organization and Restructuring of Schools, Spring 1994, p. 1. |
Where do you think parents fit into this picture?
| "Until fairly recently, in most societies,
the responsibility for child development rested entirely with parents.
... This is still largely true, but it is changing... The
process of child development has to be the concern of society as a whole-on
the national and international level. From the very beginning, the leaders
of UNICEF .. . clearly understood this. . . ."
Kurt Waldheim, Secretary-General of the U.N., addressing the Executive Board of UNICEF, April 1972. |
"Every Child is Our Child"- Motto of UNICEF
| "Parents
give up their rights when they drop the children off at public school."
--Federal District Judge Melinda Harmon
Judge Harmon made that ruling against the parents after the parents sued a Texas school district. Their son had been questioned at school without their knowledge, and strip searched by a female Texas Children's Protective Services worker looking for signs of paddling the boy's parents had allegedly administered. -Wall St. Journal 10/8/96- |