If you still have kids in Publik skhool ,I'd get them out and send them to
Parochial school or homeschool. See below article. Rick
How to resist three global strategies for training students to reject truth
and conform to the group
by Berit Kjos
Web site: http://www.crossroad.to/text/articles/mc9-24-98.html
The classroom discussion came to a close, and Ashley began to pack up her
books. Her English class had studied Oedipus, the mythical king haunted by
oracle's tragic prediction that he would kill his father and marry his
mother. Moments before the bell rang, the California tenth-grader heard her
teacher announce a writing assignment:
You're going to consult an oracle. It will tell you that you're going to
your best friend. This is destined to happen, and there is absolutely no way
out. You will commit this murder. What will you do before this event occurs?
Describe how you felt leading up to it. How did you actually kill your best
Ashley felt eerie. What a strange assignment! Why would her English teacher
tell her to imagine something so horrible. I don't want to do this, she told
herself. Long after she told her parents, the awful feelings continued to
The next day, Ashley's mother called the teacher and asked that her daughter
be given an alternate assignment. "I can't encourage my daughter to write a
story about murdering her best friend," she explained.
"Certainly Ashley knows the difference between fantasy and reality," said Ms
Sawyer with a touch of sarcasm.
"Of course, she does. But when you ask someone to imagine how they would go
about murdering a friend, you could stir up nightmarish feelings...."
"I have been giving the same assignment for years," answered Ms Sawyer. Then
she added the standard argument parents across the country have learned to
expect: "No one has ever complained about this before."
"That's a shame," responded the mother. "It seems to me that parents should
"If I give Ashley a different assignment she will be made to feel foolish."
"Are you saying that she will either get an F or be made to feel foolish? Is
this a no win situation for her?"
The teacher didn't answer, and Ashley's mother felt troubled. What kind of
education was this?
Moral confusion. Emotional shock therapy has become standard fare in public
schools from coast to coast. It produces cognitive dissonance ï¿½ mental and
moral confusion ï¿½ especially in students trained to follow God's guidelines.
While classroom topics may range from homosexual or occult practices to
euthanasia and suicide, they all challenge and stretch His moral boundaries.
"[Our objective] will require a change in the prevailing culture--the
attitudes, values, norms and accepted ways of doing things," says Marc
Tucker, the master-mind behind the school-to-work and "workforce
program now being implemented in every state. Working with Hillary Clinton
and other globalist leaders, he called for a paradigm shift--a total
transformation in the way people think, believe, and perceive reality.
This new paradigm rules out traditional values and biblical truth. All
religions must be pressed into the mold of the new global spirituality which
emphasizes a basic unity of all things. Biblical Christianity is simply too
"exclusive" and "judgmental" to fit. President Bush summarized the
his 1991 announcement of America 2000, the Republican version of UNESCO's
worldwide education reform program:
Nations that stick to stale old notions and ideologies will falter and fail.
So I'm here today to say, America will move forward.... New schools for a
world.... Our challenge amounts to nothing less than a revolution in
Immersing students in imaginary situations that clash with home-taught
confuses and distorts a student's conscience. Each shocking story and group
dialogue tends to weaken resistance to change. Biblical absolutes simply
don't fit the hypothetical stories that prompt children to question and
replace home-taught values. Before long, God's standard for right and wrong
is turned upside-down, and unthinkable behavior begins to seem more normal
than obedience to God.
But it takes more than a twisted conscience to produce compliant world
citizens. New values must replace God's timeless truths, and no strategy
works better than the old dialectic (consensus) process explained by Georg
Hegel, embraced by Marx and Lenin, and incorporated into American education
during the eighties.
2. The consensus process. Matt Piecora, a fifth grader from the Seattle
was told to complete the sentence, "If I could wish for three things, I
wish for..." Matt wrote "infinitely more wishes, to meet God, and for all my
friends to be Christians."
Since each student's wishes would be posted on a wall for "open house", they
had to be just right. Matt's didn't pass. The teacher told him that his last
wish could hurt people who didn't share his beliefs. Matt didn't want to
anyone, so he agreed to add "if they want to be."
Another sentence to be completed began, "If I could meet anyone, I would
to meet..." Matt wrote: "God because he is the one who made us!" The
told him to add "in my opinion."
When Matt's parents came to the school, they noticed the phrases that had
been added to Matt's sentences. "Why did you add this?" his mother asked.
"The teacher didn't want me to hurt other people's feelings," he answered.
"But these are just your wishes..."
"I thought so, Mom." Matt looked confused. Later, the teacher explained to
Matt's parents that she wanted "diversity" in her class and was looking out
for her other students. But the excuse didn't make sense. If the papers were
supposed to "express the students' diverse views," why couldn't Matt share
his views? Didn't his wishes fit? Or was Christianity the real problem?
"I try to instill God's truths in my son," said Matt's father, "but it
like the school wants to remove them."
He is right. The old Judeo-Christian beliefs don't fit the new beliefs and
values designed for global unity. The planned oneness demands "new thinking,
new strategies, new behavior, and new beliefs" that turn God's Word and
values upside-down. Directed group discussion is key to the transformation.
Professor Benjamin Bloom, called "Father of Outcome-based Education,"
summarized it well:
The purpose of education and the schools is to change the thoughts, feelings
and actions of students.
....a large part of what we call "good teaching" is the teacher's ability to
attain affective objectives through challenging the students' fixed beliefs
and getting them to discuss issues.
Matt's last comment was especially threatening to the teacher. His
"God made us", is an absolute truth. It can't be modified to please the
group. Therefore it doesn't fit the consensus process ï¿½ the main
psycho-social strategy of the new national-international education system
designed to mold world citizens. It demands that all children participate in
group discussions and agree to:
be open to new ideas share personal feelings set aside home-taught values
that might offend the group compromise in order to seek common ground and
please the group. respect all opinions, no matter how contrary to God's
guidelines never argue or violate someone's comfort zone
First tested in Soviet schools, this mind-changing process required students
in the USSR, China and other Communist nations to "confess" their thoughts
and feelings in their respective groups. Day after day, trained
facilitator-teachers would guide these groups toward a pre-planned
Opposite opinions or ideas ï¿½ "thesis" and "antithesis" ï¿½ were
ever-evolving higher "truths".
Each new truth or "synthesis" would ideally reflect a blend of each
participant's feelings and opinions. In reality, the students were
manipulated into compromising their values and accepting the politically
correct Soviet understanding of the issue discussed. Worse yet, the children
learned to trade individual thinking for a collective mindset. Since the
concluding consensus would probably change with the next dialogue, the
process immunized them against faith in any unchanging truth or fact.
This revolutionary training program was officially brought into our
system in 1985, when President Reagan and Soviet President Gorbachev signed
the U.S. - U.S.S.R. Education Exchange Agreement. It put American technology
into the hands of Communist strategists and, in return, gave us all the
psycho-social strategies used in Communist nations to indoctrinate Soviet
children with Communist ideology and to monitor compliance for the rest of
Today, American children from coast to coast learn reading, health, and
science through group work and dialogue. Most subjects are "integrated" or
blended together and discussed in a multicultural context. Thus, fourth
graders in Iowa "learn" ecology, economy, and science by "real-life"
immersion into Native American cultures. They role-play tribal life and
idealize the religion modeled by imaginary shamans. Seeking common ground
with the guidance of a trained facilitator-teacher, they share their
feelings, and "experiences" with each other.
They might agree that "there are many gods" or "many names for the same
and compare the exaggerated spiritual thrills of shamanism with their own
church experiences. Which religion would sound most exciting to the group?
The consensus would merely be a temporary answer in a world of "continual
change" ï¿½ one of many step in the ongoing evolution toward better
understanding of truth ï��½ as defined by leaders who envision a uniform global
workforce and management system operating through compliant groups
3. Zero tolerance for fact and logic. "The revolution... in curriculum is
that we no longer are teaching facts to children" announced Dr. Shirley
McCune in her keynote speech at the 1989 Governor's Conference on Education.
Facts and absolute truth encourage people to think for themselves. But in
tomorrow's managed communities, individual thinking must yield to collective
thinking. Factual knowledge must be purged, along with biblical truths that
enable people to debate, argue, and resist manipulation.
Even math and science facts conflict with the new thinking. So, in the quest
for "constant change", students must learn "new new math" ï¿½ math
facts and computation ï¿½ and fuzzy science based on feelings rather than the
facts that would anchor a child's mind to certain unchanging realities.
Students who disagree with the planned consensus may face ridicule and
intimidation and be marked "uncooperative" or "at risk". Many are
more intense sensitivity training described by nice-sounding labels such as
"conflict resolution" and "anger management". Like "critical
other educational euphemisms, these labels all point to the dialectic
that molds compliance and shows little tolerance for biblical truth.
Christian children may feel anything but free to "express" their beliefs and
feelings in such a setting. That's part of the planned intimidation.
Following God. To stand firm in a world that demands consensus, children
1. Know and memorize God's Word. "Do not be conformed to this world, but be
transformed by the renewing of your mind," wrote Paul (Romans 12:2). If
children don't renew their minds with truth, they will be transformed by the
world, not God.
Even Jesus was tempted to compromise truth and follow Satan's seductive
reasoning. In the wilderness, He demonstrated the way to victory: base every
response on God's unchanging truth. He answered, "It is written", not "I
think" or "I feel." Wielding the sword of God's Word, he cut through the
deception and won the battle. (Luke 4 and Hebrews 4:12)
Memorization is key. Memorized truth and facts provide a mental anchor to
biblical world view needed to recognize and resist compromise.
2. Recognize the nature of the spiritual battle. In the Soviet Union, the
dialectic process was used to create compliant Communist workers, ready to
serve the state. Today, the goal of the consensus process remains almost the
same: to create compliant global citizens for the envisioned "sustainable
communities." (See Agenda 21 at our website <http://www.crossroad.to>)
Now as then, opposites (right and wrong, truth and lies, fact and fiction)
must be challenged, merged, and redefined in order to crush resistance and
establish the new unity, compliance, and readiness to flow with "continual
The inspiration comes from Satan (1 John 5:19), who adapts his strategies to
our changing times. At the dawn of history, he used twisted truths and
seductive dialogue to challenge Eve's understanding of God and His ways. Now
he uses the same process in groups.
A crowd can easily be manipulated ï¿½ especially when trained to despise
absolute truth and contrary facts. (Proverbs 13:20, 2 Tim, Hebrews 13:9; 1
3. Wear God's armor. The strategic truths outlined in Ephesians 6:10-18 will
expose and counter every deception. Study the Armor of God chart (found on
the "Armor" page at our website or in chapter 4 of Brave New Schools). It
lists key Scriptures and shows why the six parts of the armor will expose
counter all the main lies of New Age or earth-based religions.
Then teach your children to pray through the pieces of the armor. Simplify
each part to fit their ages. Make sure they know the Scriptures behind their
prayer so that their faith will be grounded in God's Word, not their
4. Count the cost. " because you are not of the world the world hates you,"
said Jesus. "If they persecuted Me, they will also persecute you." (John
If children refuse to conform to the world, it will reject them. Are your
children willing to count God's favor more precious than peer approval?
Whatever their level of understanding, they need to face the choice. "Choose
this day whom you will serve." (Joshua 24:15)
5. Make a committment to follow the Shepherd. Paul did, therefore he
rejoiced: "I count all things loss that I may gain Christ and be found in
Him. (Philippians 3:7-9) He had dedicated himself to God, and nothing could
shake his resolve.
Children who choose to follow Jesus may lose friends, but they will gain the
prize of all: the boundless love, life, and protection of our sovereign
He will provide all the wisdom and strength they need to walk with Him.
Remember, "He who calls you is faithful, who also will do it." (1
Thessalonians 5:24) In Him they are safe forever and ever!
Blessed are you when men hate you,
and when they exclude you, and revile you,
and cast out your name as evil,
for the Son of Man's sake.
Rejoice in that day and leap for joy!
For indeed your reward is great in heaven.
* An expanded version of an article written for the Child Evangelism
Fellowship magazine, Evangelizing Today's Child.