Warning On The Wall

There is a photo print hanging on our family room wall that can be considered to contain litigious bifurcation. My husband brought this piece home from his art excursion to Cuba. It has always been an interesting study, we keep it exposed and it is one of the first things you see when you enter the front door. It is centered above our couch where most of our living occurs. My husband and I both have had our struggle with this particular piece. I remember a time my husband wanted to sell it and banish it from our wall. His sentiment was rightly justified yet we leave it up as a silent admonition.

I've always wondered what our guests and family think about the figures presented in the photo. I'm sure the photo bemuses some of our friends, "Why do these folks keep a photo of an atheist and a communist on their wall? Are they supporters of such thinking?" I suppose some could see a Nobel Prize winning writer and a Head of State, world stage celebrities in history and leave it at that. Maybe some of the younger generation that come through our doors don't have a clue who these figure are and ignore the photo as wall filler.

Look at these two people captured in a conversation. Each has influence and power. One through the use of language and one through force of will. Both have left their mark on the world and these marks have consequences. What topic are they discussing? Maybe the exchange was as simple as, "See you later." What we do know is shortly after this photo was taken Hemingway killed himself and Castro was dealing with the Bay of Pigs invasion.

'Fidel Con Hemingway' By Osvaldo Salas
1960

I look at this photo as a warning. Atheism and Socialism are sister ideals which works against God and deceptively undermines the relationship between man and man and God and man. I look at the outcomes of these ideals and see destruction, emptiness and pain.

As we live through our appointed course in history and witness the destructive aspects of these ideologies in the world and our own country it causes us to struggle. One must look at reality and embrace the mess we find ourselves in. We can't ignore the reverberations of these models for living and how they effect people.

At times, I too, have wanted to banish the photo that encapsulates the horrors of these ideologies. Why should I give any of my precious wall space to these icons, my home is my safe haven from the world's ills? I certainly do not agree with their thinking. Yet, we must remember the ills are what we fight against. These figures that represent the opposite of what I believe will be used as a reminder of where wrong thought leads and act as an allegory.

So it stays!

Politically Correct Propaganda In Teaching Material

The school system provides yet another rant for post fodder.

I gave permission for my daughter to be tutored under a school program to improve her handwriting skills. I wrote a nice long e-mail regarding what I felt would be beneficial for her improvement to the teacher as well as tutor. I asked my daughter if she had begun any of this supplemental work. She came home the other day with a reading comprehension worksheet instead. She said, "Mom, I know this is not right," as she handed it to me to review. Boy, was she on target!

As I read How The Camel Got His Hump, the goose prickles made their way up my neck. I'm getting used to their frequent appearance this semester. This story was written by famous poet, novelist and Nobel Prize winner, Rudyard Kipling. We all know him better for The Jungle Book. Rudyard was born in India but raised in Britain, the majority of his writings have strong Hindu influences. This is found in the fact he made the swastika, a Hindu good luck charm, his favorite printed logo near Ganesha the goddess of wisdom on his books. (When the Nazi's came on scene he was smart enough to have the swastika removed from further printings as he did not want to be associated with this group). Although Hinduism and the Culture of India was a main theme for Rudyard, How the Camel Got His Hump is influenced by Muslim legend. It talks about a spiritual figure called a Djinn that affects the lives of men and women. ( this information is taken directly from the worksheet)

 Photo by: AIDOUDA

HOLD THE PHONE!

This story may be about a camel that needs to learn to be a productive member in the animal kingdom but it should bother you, like it did me, the lesson is learned by a DEMON.

Why would a school's curriculum support such a lesson? Yes, the third grade is learning about myth and legend but this piece sure is a humdinger for introducing spiritual issues to a very malleable young mind. Yes, fact and fiction need to be addressed and the differences pointed out but this lesson is a slippery slope. Call me rigid, call me intolerant, call me over-sensitive but I won't apologize for protecting my values, my daughter and the TRUTH. Anytime a lesson supports a demon as the hero I'm going to ring the bell, sound the siren, tell you this is a piece of trash and it is WRONG! Here we go again, Chandra is going to tell you your school is trying to undermine the concept of Right and Wrong. You better count on it.

If you don't believe me that the "Djinn of All Deserts" is a demon, read one place where demons dwell. Matthew 12:43 and Luke 11:24.

The only good that came from this lesson was the opportunity to reinforce TRUTH to my daughter. The world is full of deception, whenever a spiritual guide is mentioned it is a demon. God is our only true, pure source for spiritual guidance. I was thanking the Lord as I read Job 5: 12-13. "He thwarts the plans of the crafty, so that their hands achieve no success. He catches the wise in their craftiness, and the schemes of the wily are swept away."

Worksheet Version of How The Camel Got His Hump

(Oh ya, one more thing...there seems to be a veiled socialist message in this story) can you point it out?

Socialism 101

On a blackboard at my daughter's school

Current News Article Helps Put Perspective on OBE

I have spent much time on past history of the Outcome Based System. I was happy to have this current news article surface. It was posted October 27, 2011 by The Blaze Website and Titled, Education Teacher's Union Offered Grant to Create 'Activists' Out of 1st and 2nd Graders by Tiffany Gabbay.

Before you read it, remember the beginning post of this education journey and how I stressed the importance of words and language.

Remember William Spady's admission he was a "wordsmith"

Remember the video of the NEA stating their goal wasn't about the children but power and support of this declaration was given with standing ovation.

Now go ahead and read the article.
I'll give you a minute or two....

What a relief the superintendent knew the language was dubious and declined the grant. That he "asserts that the teachers' intent and meaning of "activism" differed from the obvious interpretation."

Let me make a point that can easily go unnoticed. Don’t let anyone fool you, just because integrity and good intention may be behind some of the teachers wanting to use this, one can’t be naive to the fact the federal government is the one who is ultimately in control and will dictate the requirements for curriculum. They may say you have the reigns but who provides the money and the framework?

Did you notice the Activist's Library? It was filled with known supporters of Marxist-Leninist, Communist ideology. 'Ahem'... Saul Alinsky.

And remember the root of how Socialism and fascism works; from the top down. This system leaves no room for individual freedom's to be exerted. Control from the top down means your intentions get left by the wayside and you in turn support something wrong and downright evil.

Sometimes life demands we shun a system even when good people are entangled in the web. How else can freedom reign?

We must be expert linguists and listeners in order to overcome this great deception. People like William Spady find the time to weave words to further their ideology just as the snake cunningly deceived Eve with the twisting of God's words.

I'm not exactly sure who Edmund Morrison is but I like his quote:
"Like stones, words are laborious and unforgiving, and the fitting of them together, like the fitting of stones, demands great patience and strength of purpose and particular skill."

We need to be attuned to what the language user's purpose and skill support as they are building a foundation. In simple terms the saying, "sticks and stones may break our bones, but words can never hurt us," needs a revamp. Words craftily strung together can deceive, our bones may not be broken but something much worse is at stake, our souls.

A Compilation For Thought

I thought these videos, although not in any organized order, have a lot of thought provoking material to compare and contrast current, modern education. This video reminds me of the saying hindsight is 20/20.

If quoted text doesn't stand out for itself, hearing from the speakers own mouth may be a little more convincing...This Interview with B.F. Skinner taped with William F. Buckley on October 2, 1971 is worth watching.

This next video is one of my favorites. I am an Andy Griffith fan and the lessons of integrity, honesty and working hard for something convey beautifully. I put it in here as the OBE system is one of mediocrity. The evidence of OBE's mediocrity came home in my daughter's report card for the first quarter. She received all A's. I was happy to see that but knew deep in my heart she did not do 'A' work in one of the subjects. Her homework and the tests I saw at the teacher's conference surely did not warrant an 'A', so why give one? Why lead a child and parent on in thinking everything is fine.  Masking a problem with a blanket solution will only make matter's worse. (I am not the only one who noticed this unusual giving of A's) Then to make matters worse homework passes are an option. If a child is given the choice to opt out of homework that deems difficult they'll take it and they'll pay later for not knowing the basics. Or what about being told if the material frustrates you, don't do it. That is the sad reality of this system and these examples are not exaggerated and are taken from verbal accounts passed on to me.



And then what about songs such as these being allowed in assemblies? Yes, the vile parts were edited but the damage is done for those kids who run home excited about a fun, upbeat song they heard at school and go on YouTube or Itunes and download the original. A parent can't be everywhere at all times to protect their children's ears. My daughter heard this song at her school for a diversity assembly and knew it was bad because earlier a child used part of it for a presidential campaign and she came home asking to hear it because a classmate told her the name of the song and said her older sister in 4th grade listens to it all the time. Where are our parents heads? A program in expression allowed this song to be used. If someone edited it they had to know the vile nature of it in the first place. How can someone send this through a system where we trust them with our children? And the fact this group promotes drugs and sex in other songs should automatically oust them from any school use whatsoever.



BE AWARE!

An Education In Education Part 7

I thought I'd spend a little time on a few statistics and state a few findings from Oregon's School District's experience with OBE.

The State of Oregon tried OBE under the School-To-Work Opportunities Act signed into Law in 1994 and Oregon's Education Act for the 21st Century or also known as the Katz Bill in 1991. This implementation was widely regarded as a preliminary set-up for the future of the entire Nation.

Cottage Grove High school's tried the program which changed the traditional Carnegie Unit model for achieving a diploma with CIM Certificate of Mastery. Here are some results of this change.

• 20% drop out rate
• SAT scores severely droppped
• Students who voiced dislike for the program were moved to 'alternative learning sites' until their attitude changed toward the program. If they failed the outcomes they could not receive the CIM. (Remediation until they confromed)
• Career paths were dictated  and aligned for students
• Colleges outside of Oregon will not accept the CIM for entrance

I found another district in Oregon vehemently fighting against OBE, this time it was an Elementary school named Grayslake. William Spady was brought in as their consultant and parents formed a website called Watch District 46 to help fight a program they considered: too controversial, failure rate was too high, had unmeasurable objectives and does not allow parental input.

I highly suggest reading these two excerpts from their website:
Key Reasons Against using William Spady or His strategic Design Process In Our District
Consultant Gets Tough Advice

TRACKING
I would like to spend a little more time on the tracking aspect of this model. I know my writings are being compiled as I write them and placed in a file. I find the thought hard to digest.Why is the fine details of a persons life needed? The federal government gleans this information through grants given to the State. Why is the government dictating workforce requirements to the State? Why do they need my child's social security number? What makes me sick is I willingly give them this information every school year.

The NCEE (The National Center on Education and Economy) is developing a "labor market system" that is "fully computerized". WHY?

Again, why is the Department of Labor involved in any way with education?

Socialism and Labor go hand in hand...just look at this video of the NEA's (National Education Association -Labor Union) admission that their goal isn't "about the children" but about "power".

 
Think ahead on this issue...Do you want your child pigeon holed into a job that suits the government needs (power and control for their benefit) or one that they will be fulfilled in by using their God given talents cultivated by their choices.

Take these examples of how the system manipulates:

A Mother in Rochester Minnesota told me (Brannon Howse) her daughter wanted to be an accountant yet the school counselor told her that she was not qualified. The counselor gave the student a list of careers for which he felt the girl was qualified and included the suggestion she become a hair dresser.

Let's return to the happenings in Oregon- "The students in Oregon may choose from six career tracks-but not one of these career tracks is college bound."

Thanks to Brannon Howse once again, all credit for research due to him.

ARTICLES TO READ for ADDITIONAL INFORMATION:
Education Slogan and Dollars by Kerby Anderson
Look for Another Big Spending Boondoggle by Phyllis Schlafly
Perpetuating  Federal Spending on Education by Phyllis Schlafly
American Education Fails because It Isn't Education by Tom DeWeese
Education Policy: Lesson-Learned? by Rebecca Hagelin

An Education in Education Part 6

I am grateful for people like Peg Luksik and Charlotte Iserbyt (her research is invaluable and will be discussed later in the post). I wasn't especially shocked that the government has far reaching hands into the education field, yet having the Department of Labor give out a report on what they expect from the  the Department of Education is unnerving. The document is called SCANS. This act certainly fits the definition of corporate fascism- a philosophy or system of governement that advocates or excersizes dictatorship through merging of State and business leadership, American Heritage Dictionary.

The SCANS Board is housed in the Department of Labor, SCANS stands for Secretaries Commission on Achieving Necessary Skills and answers to the Secretary of Labor. It is instrumental in establishing the national standards or outcomes that America's students must meet in order to receive their skills certificate. (Oregon had a bad experience with this and will be discussed in a later post)

Anytime a State opposses OBE, they negate their access to federal funds under Goals 2000. In clear terms, if the State opts out of developing "opportunity to learn standards", they don't get their funds. This bullying violates the Tenth Ammendment of the Constitution. Governors have told the government, "No" in the past after realizing this system violates States rights and in the long run does not work. That is why I sent letters to my legislation requesting they follow the lead of these past Governors actions and protect our Rights as well as our children.

Getting rid of OBE will also untie the hands of principals and teachers. Since I began this journey following the rabbit trail, the beauracracy that controls our schools makes me feel for the ones who are doing the dirty work day in and out and even on the weekends. I can understand the game of hoops our educational staff have to jump through just to try and get to the crux of being able to do their job description. Right now, I may seem like a pain in the ass because I am persistant in asking questions to district board members. I am wanting to confirm how the system works according to my research. Getting straight answers has been difficult, but I have been successful in finding tidbits of truth. My goal isn't to change the system, as I know that is not reality, it is to educate myself so I know what to expect so I can make educated and informed decisions for my family.

Of course this is purely my perception of my area situation and I can be wrong but I see the weilding of the beauracratic arm taking its toll. First, the district decided to rearrange boundary lines even at the protest of parents. Parents asking what the reason behind this was were given vague answers and ignored when meetings were held. Second, the budget crisis reared its ugly head, calling for jobs and large deficits. Third, staff and parents conform willingly and give more money and time so that the pain of it all will be easier to handle. This quote sums this scenario up nicely, "The oldest political trick in the book is to create doubt, then fear, and then conformity of action".

What will be Fourth? I think the new Master Facility Plan to be implemented by 2015, come hell or high water could be the next step. I want to know if this plan is OBE influenced? I have a feeling it is but haven't received a yes or no answer as of yet. I heard a rumor about the new mandatory, rigorous testing called STAAR under this plan. A parent who is on the CAC board at his school suggested I contact my school's CAC. So I did. The rumor was about the test being tied to distribution of funds. The rumor: If a school fails the test they get funds to help better the curriculum and hire better teachers. My first thought was where do these funds come from? Do they come from other schools, is this tied to the bully tactic of the Federal Government by the Elementary/Secondary Act under Goals 2000? If this is true isn't this redistribution of resources, an obvious socialistic action? Shouldn't my tax dollars stay where my child is enrolled. Collectivism doesn't work. I did get a confrimed yes to this rumor from a wonderful district employee and I am greatful she had the guts to tell the truth.

I am not trying to change the world, but this raises concerns. Do you see how this causes more problems down the road for everyone. Parents already pay taxes, volunteer time and more money through fundraising; how much more can the system pump out of them? (I think volunteering and helping is a great thing for many reasons) Staff are already overwhelmed with high number classroom sizes causing them to work harder than they should and in the process those children needing extra help get a hit or miss experience. We are heading farther down the wrong path if any of my observations are true.

Charlotte Iserbyt, a former Special Assistant in the Office of Educational Research and Improvement for the Department of Education during President Reagan's Administration wrote a book that explains why the system is fashioned for failure. It is detailed research from official government documents she had access to while in her position. I have read the entire book and it is a sad scenario for our country. She named it, The Deliberate Dumbing Down of America. I recommend reading it after watching this quick interview.

Thanks to Brannon Howse for his research all credit is due to him

An Education in Education Part 5

I am officially a dissenter.
The school had me come in for an intimidation meeting. My blogs about OBE were on the principals desk and the counselor was there. They were concerned I have 'misconceptions' about OBE...I got up and said, "we're done." The principal came after me and I had to firmly but nicely say, "we are done" again in front of everyone in the office.

So I came home and found that they were getting my information because I was a member on the Cohort blog site still. I asked to be taken off all databases for the cohort after withdrawing my daughter, I guess I failed to  take them off of mine and that is how they were able to keep tabs on me. Lesson learned. I have officially got them off my site so I feel I can still write about what I've been learning and not be in their hair nor they in mine.

Remember Pennsylvania in the 1970's. Here is Peg Luksik in a 60 minute video on her experience with OBE in her district.

Peg Luksik wrote a book for others wanting to fight this educational model in their district called Outcome Based Education, The States Assault on Our Children's Values

An Education In Education Part 4

In part 3 the heartbeat of OBE was exposed through quotes of those who support and back this type of education. These ideas are not run-off from the turbulent, radical sixties, although they did give it a large boost on the scene. The ideological mentors to Benjamin Bloom and William Spady are traced to B.F. Skinner and John Dewey.

B.F. Skinner: Behavioral Psychologist, Harvard University, Humanist

He wrote Beyond Freedom and Dignity, in it he states man plays two roles: one as a controller, as the designer of a controlling culture, and another as the controlled, as the products of a culture.” Neitzsche the famous philosopher who coined the phrase, “God is dead” believed the same way and called it master morality, slave morality, in his thesis Beyond Good and Evil.

Much of his basis for study was controlling behavior through machines. He believed free will could not be exercised due to the controlling quality of the stimuli in the environment.

He is the pioneer of using machines for remediation for desired results. This is a very important part of OBE today. Computers and software are now tools to shape behavior in our education system.

When you see the term “technology” in a school’s curriculum, this is warning sign to watch out for. Yes, there is learning through computers but when questions become personal such as the one posed to my daughter such as, “do you like studying in a dark or light lit room”? Or, “What are your parents rules?” one should ask why this data is needed. How does this data bring about academic fact; knowledge for the students benefit? Why does the school want to know this?

John Dewey: Father of Modern Education in America, Author of the Humanist Manifesto, Founder of the National Education Association.

This father of modern American education went to Russia in the 1930’s to help establish Karl Marx ideology in education and help founded the Socialist Society.

He believed using education to change the world is far more efficient than through politics. He also believed objective truth and authoritative notions of good and evil are harmful to students. He attacks these notions in his book Quest For Certainty.

David A Noebel a researcher into Dewey’s life said it best, “Anyone interested in American Education can not fail to see Dewey’s foot and fingerprints on every page of the curriculum and the classroom.”

So what do all these people influencing education have in common? They all slant towards Socialism and the one educator revered and tagged with the title; Father of Modern American Education aligns himself openly with Karl Marx.

I think it is important to take a moment to read the Humanist Manifesto and CommunistManifesto. It only shows the delineations of these ideas born out in OBE.

I hate to even say this but I see the marks of socialism even in the traditional curriculum. I have also read articles where pastors support OBE for their private school curriculum. OBE is the leaven in the bread. A little leaven, leavens the whole bunch. Some form of it exists in the school system; I just see my school embracing it even more. Where does your school fall under the ‘leaven’ spectrum?

When you see the history laid out, why do we wonder why our kids struggle not only academically but morally? Why are parents so willing to blindly support this system when it fails decade after decade?

Researching American Education for this parent has caused me to re-evaluate my responsibility to my child and has confirmed we need God back in our schools.

(Credit for Research is found in the links. Sepcial Thanks to Dennis Cuddy, Ph D, David Noebel and Brannon Howse.)

An Education In Education Part 3

Outcome Based Education has many faces but when carefully examined, one head can be found under all the guises that accompany it. It is labeled under the title of “reform” or “restructuring”. 

What does OBE restructure? It restructures the curriculum. The term “outcome” is deceptive, what outcomes do parents expect from education? We expect, at the basis, reading, writing and arithmetic; and secondarily, science, social studies and history. These are all subjects that require objective facts; facts that can be taught and built upon. What are the “outcomes” expected from this model of education? The expectations are behavioral and focus on attitudes. The term critical thinking is used as a way to manipulate the outcome to a desired behavior.

Doesn’t this make you want to ask some questions?

How can a subjective aspect such as behavior be properly measured and tested?

When is there time to teach the objective facts when behavioral outcomes are prominent goals in the curriculum?

Why are attitudes and behavior a focus in the first place?  

     

The deception begins early on as this form of education was not always called Outcome Based; it has been implemented in Chicago in the 1970’s as Mastery Learning. It was such a failure it was ejected from the system. Some argue that Mastery Learning is not Outcome Based Learning but William Spady, the self professed father of OBE devised a plan to cover-up this detail by pleading with educators to not use the name “mastery” within the network because of the negative connotation it earned but to use the term “outcome” as a way to stay ahead of the critics. This of course was just after Mastery Learning’s failure and was in the context of perpetuating the base form of this educational model to other districts. If it doesn’t work under one terminology change the name so the next sucker will buy it. There are at least twenty-four terminology versions of this system, some are; Results Oriented, Break the Mold 21^st Century Schools, Exit Based, Skills 2000, Strength Based Project Learning to name a few. If you take a look at the course descriptions of these titles side by side the similarities stand out like a sore thumb. Go ahead, take a look at this 1977 outcome based curriculum from Pennsylvania and compare it with the one from my school in Austin, Texas 2011. They are essentially the same. Terminology and wording are different but they have the same goals. I admit the 2011 version has gotten smarter in hiding the term “outcomes” from the vocabulary. (Remember from Part 2, I had to ask the teacher a blunt yes or no question in order to make sure the curriculum was outcome based)

Now that we know OBE is behaviorally based let’s see who is behind this “reform” and see what they believe.  

Benjamin Bloom: Father of OBE-Psychologist-University of Chicago

Note: Teachers and educators study his theories in college. His book Taxonomy of Educational Objectives is widely taught.

Bloom’s theory is challenging students fixed beliefs with a “thorough going through and reorganization of attitudes and values.”

An excerpt from his book, All Our Children Learning

“The curriculum maybe thought of as a plan for changing student’s behavior and as the actual set of learning experiences in which students, teachers and materials interact to produce the change in students.”

We need to ask, “What change?”

An excerpt from his book, Stability and Change in Human Characteristics

“Efforts to control or change human behavior by therapy, by education, or by other means will be inadequate and poorly understood until we can follow behavior over a longer period.”

We should ask, “Why would some one in education want to control or change behavior?”

Bloom summed up his philosophy when he said, “The highest form of intellect is when an individual no longer believes in right or wrong.”

We should ask, “If he wants to challenge students fixed beliefs and he thinks there is no right and wrong, do we want someone with this philosophy around our children?”

William Glasser: Psychologist, Author and promoter of OBE

Excerpt from his book, Schools Without Failure

“We have to let students know there are no right answers, and we have to let them see that there are many alternatives to certainty and right answers.”

William Spady: Sociologist, Modern promoter of OBE

A Paradigm Pioneer

“I consider myself to be a powerful wordsmith”.

“I pleaded with the group to not use the name “mastery learning” in the network new name because the word had already been destroyed. I argued that we had about five years before they destroyed the term “outcomes’ but at least we could get a start.”

We need to ask, “Why would you want to change the name of a failed system only to regurgitate it for more failure?”

Dr. Raymond English: In A Speech before the National Advisory Council on Educational Research and Improvement. April 2, 1987.

“Critical thinking means not only learning how to think for oneself, but it also means learning to subvert traditional values in your society. You’re not thinking critically unless you accept the values that mommy and daddy taught you. That’s not critical.”

Dr. Pierce : Professor of Education at Harvard University

“Every child who enters school at age five is mentally ill because he enters school with an allegiance towards our elected officials, our founding fathers, our institutions, the preservation of this form of government that we have, patriotism, nationalism, sovereignty. All this proves that the child is sick, because a truly well individual is one who has rejected all those things, and is what I would call the true international child of the future.

Do you have a problem with psychologists, sociologists and educators telling you your child is mentally ill because they were taught your values from birth to age five and there is no right or wrong answers? I certainly do, and this is only the tip of the iceberg of OBE. The philosophy stems much farther back than the 1960’s and 70’s. Part 4 will look deeper into where this philosophy stems from.

Just so you know I do not think every person in education believes this way. My point is to show the great influence it has upon the entire system and how it subtly controls the environment in which learning takes place. I don’t write these posts with hatred towards educators. I have a special place in my heart for teachers especially since my dad was one. I write this to hopefully make a difference. I may not change the system but if one person is helped, the truth is worth any misunderstanding that may arise from my intentions. BE AWARE!

(All research is taken from the links within the post and all credit is due to these researchers: with special thanks to Phyllis Schlafly and Brannon Howse)

An Education In Education- Part 2

First, I want to make clear that I do in fact know that the program implemented at my school is Outcome Based. I specifically asked the head teacher in a face to face meeting if it was and her answer was, “yes”. When one looks at the course syllabus it is obvious it is (after learning the term) but it was never called by that name during the screening, pitch process or on any other piece of information sent home with the parent.

I find this elimination of information deceptive as the program was pitched as ‘new’ and ‘cutting edge’; yet research shows implementation of this philosophy as far back as the seventies with ground work that stems from one hundred years ago.

I feel this deception was used as a way to gain funds for the school. Last year the district threatened larger classrooms and letting go teachers because of a massive budget deficit. Our school posted a whopping $475,000 deficit. Parents were asked to do all they could through fundraisers and donations, they were thanked but I couldn’t find the total amount of money that was raised.  I find it hard to believe our community of roughly 1000 kids, 2000 adults made the goal. If every parent gave 25 dollars that comes out to $50,000, then if all the gift baskets the classes auctioned sold for $100 that amount roughly is $6,000, then there were other events and fundraisers that I have no idea how much was brought in but let’s go high and say $100,000. We must account for the deduction of two teacher’s salaries for the ones that were let go and the total roughly is $254,000 eliminated from the deficit leaving, $221,000 to go.  I also haven’t heard of the deficit being brought up this semester. So where did the remaining money come from? Remember what the 20 minute video (9:10) from part 1 said about how the system works? Under Goals 2000, Clinton rewrites the funding mechanism for funding education; the Elementary/Secondary Education Act, which is rewritten by Congress every five years and says in a nutshell, “if you want some of your money back; you follow the plan, we’ll give you some of your money back.” With the history of the districts boundary changes in 2010 and the deficit in 2011, this piece of information lead me to ask the Area Supervisor over our school to investigate where the money for this new program was coming from. She called me back with this curt response, “I spoke with the principal and she informed me the parents are highly involved and the funding came from them. Somehow that answer just doesn’t satisfy me. Essentially, my tax dollars and your tax dollars are funding this program; one that has a proven failure record and I am not happy about it.

Does this game playing done by the Federal government with State government through Acts (mandates) such as; America 2000 (Bush), Goals 2000 (Clinton), No Child Left Behind 2001 (Bush), Race To The Top (Obama), School to Work Opportunity Act 1994, America Competes Act raise a huge red flag and a myriad of questions. Why would an exemplary school implement a program parents across the nation have protested and some successfully ousted from their district? Are our children being sold out for funding?

Needless to say, I wrote my State Legislature and District about my concerns. I have heard from three district members. I have asked each one if the Outcome Based System is part of the Master Facility Plan set to be accomplished by 2015 and overseen by Meria Carstarphen, the Superintendent. No one has given me a yes or no answer. The website that shows the plan initiatives states community and outside input have been gleaned in the process for creating Austin’s strategic plan, yet they only give a link to a summary that sates generalities. They promise transparency yet only give limited information. Are we really going to trust a summary? I want to see the data.

I may be getting a bit ahead of myself…so I’ll explain in part 3 what outcome based education stands for and show what other States (outside input) have experienced.

An Education in Education- Part 1

Do you ever feel like your life is built upon some big cogwheel factory that keeps a routine for your many responsibilities so they can be made more manageable? It’s kind of a rhetorical question, of course humans are like that; we go out of the way to find the easier way especially when it means the possibility of less stress. It is evident in our culture through the onslaught of advertising. Staples slogan comes to mind with their “That Was Easy” button or the, “Do It Your Way” motto regurgitated by countless companies to gain business. Technology is another example with the myriad of options to get boundless information at the touch of your finger. These are not bad things in a general sense; there are times we need a quick fix and the amazing innovations out there have gone as far as to save lives but I want to focus on one particular aspect of this Rube Goldberg scenario we participate in by either voluntarily or rote pattern. In this great system of society and culture, the norm to follow certain standards can cause individuals as well as generations to become lax or in other terms, to fall asleep at the wheel. We make decisions based on many factors; family influence, personal choice, limited options but how much thought and research do we really put into these daily activities that make our lives function and does it matter?


“Surely it is time to examine into the meaning of words and the nature of things, and to arrive at simple facts, not received upon the dictum of learned authorities, but upon attentive personal observation of what is passing around us.” Francis Wright. Her political and social activism are the opposite of what I believe in yet her words when applied to the subject I am going to try to lay out, make the point that if we don’t pay attention to what is happening around us, we are made into ‘useful idiots’.  

I recently had an experience that has called for searching out words and the nature in which they are used; the first catalyst in putting together facts was parental instinct. I also believe the Holy Spirit was directing, leading and teaching me so I could make the right decision. With all that said, I’ll get to the story and see if I can piece the facts together so any parent or grandparent who truly cares about children and the future of America may have some useful tools through articles, books and videos that I find have a strong correlation to my own experience.

It is not a new thing to hear half hearted phrases of complaint against America’s public school system. It seems the masses know it is, ‘screwed up’ yet the ball of disaster just keeps rolling and getting worse. I found myself entangled in that ball and for the past three years of sending my daughter to an ‘exemplary’ public school system, I just rolled along with the flow and dealt with the idiosyncrasies as they came. No system is perfect and I know my responsibility as a parent is to oversee the education of my child and I thought I could supplement and adjust accordingly.

My ears perked up when a ‘new’ program at my daughter’s school was pitched. I was cautious yet excited that this may be a way off the ball and finally someone was trying something good and new to make sure this generation was going to succeed. The principle stated, “This is not for everybody” when talking to the parents at a screening meeting and “this is a dream come true for me and I wish other teachers would try this” as a confidence booster for putting trust in the 'new' system. It was sold as a cohort style, multi-age, strength based system where it would fit the child’s ever changing needs.  I signed my daughter up and immediately started key word searches under the title of the program hoping to find some information to help me understand what to expect. I didn’t come up with much but what I did find seemed harmless. Parents chatted and wondered about the ‘cutting edge’ system as they were told to not e-mail or phone the teachers involved as they were working hard to prepare for the new school year. I was a little leery of that but shrugged it off as a respectful thing to do. I asked people I knew; teachers, parents, friends, family if they new about this system, had it been tried in their schools? I got a fifty-fifty response on the issue. Some had experienced this sort of thing and felt it was no good, some had no opinion as they did not know about it and others loved it. I got a mixed bag, so I let things progress thinking I did a pretty good job investigating. I was wrong.
 
I prepared my daughter for the first day of her third grade year in a new program. I told her things may be a little different but you’ll adjust. The perk of it all was she had her previous grade teacher. I really wasn’t worried as my daughter is highly social and assimilates to new situations with ease. The first week of any school is getting to know the student and beginning to go over old material as a refresher but there were minor clues things were not right. I asked her every day at the end of school what she thought of the new program and what she was learning. I was met with silence and a look in her eye that seemed a little confused. I figured it is a new program, sometimes kids can be overwhelmed and not know what to say, we’ll have to give it time. Yet, that was not like my daughter. She always was ready to answer my questions and tell me at least one thing she learned or liked about every day, it was our habit to chat about school in the car ride home or before bedtime. The end of the first week approached and she seemed more nervous and still wasn’t able to tell me anything except she didn’t like being shuffled around to different rooms because she was just getting into her assignment and felt like she couldn’t finish or focus on the material. Again, it was a new program and time is needed to adjust, so I told her I would chat with the teacher and see if I could help in any way. That seemed to put her at ease and I sent off the e-mail to the teacher. The teacher was nice about handling things and asked that she have a one on one chat with my daughter to smooth things out. I asked her how the chat went and she said it went well and felt a little better. My instinct said to not dismiss this yet. During the day, I checked out the blog the teachers put up for parents to show assignments the class was doing. I was a little unnerved at one technology assignment.The question that pricked my instinct more was regarding what your parent’s rules were about going on the computer at home. I knew this was a cohort but why was this question on an assignment? Then my daughter told me about a section they were discussing that had to do with perspective and paradigm change. My hair stood up on the back of my neck, the subject matter the class was discussing was harmless but when an institution is talking about paradigm change one must pay attention, as this can lead down many paths. I listened with a silence of my own, knowing something just wasn’t right. Little red flags were beginning to cause my intestines to wrench. I still couldn’t pinpoint the why but I was alert. My daughter just didn’t seem her whole self so I asked the teacher to let me observe the classroom as I might be able to help my daughter with the transition if I knew how the structure worked and could reinforce support as needed. I was deterred with these rebuttals; my request was given in too short of notice and it is so early in the semester you might upset students with your presence. I was not pleased to see a parent wasn’t wanted in the classroom and one that is known to not cause undue stress as I was active in this teacher’s classroom the previous year. I was patient and understanding but I wasn’t going to let this go. I decided to go back to researching deeper into things. I punched in ‘behavior in education’ by the prompting of the Holy Spirit, no doubt, on a website I trust and a 20 minute video made my jaw drop, my heart rush and my fingers fly on the keyboard sending an e-mail to withdraw my daughter from the program immediately; and not until I pressed the send button did my nerve racked gut calm down. Now I understood why my daughter was not herself. The video described the program my daughter was in in eerily similar terms, as well as the philosophy behind it; and it had a name and a history rap sheet a mile long, not to mention failure with a capitol F.

After I told my daughter the news, her countenance changed, you could see relaxation flood back into her frame. She then told me a few more tidbits of information. She said, “Mom, I didn’t like the test where they asked if I like studying in a dark or light lit room.” Why wasn't this assignment posted on the blog for parents to see? She also mentioned feeling confused much of the time and my daughter is precocious in nature not just by my estimation but by many that meet her, not one to be confused easily. She said, "I felt I was back in Kindergarten." She never looked back on her last day in that program and was excited to leave.

Now, one could argue that this program just wasn’t meant for her, you read too much into things and you did what is right for you but why tell others to stay away from this system?  Believe me, I was grateful we dodged a bullet and was glad to be back on the ‘normal’ curriculum (which has hints of this system in it too), but I have never felt so compelled to warn people. The further I dig the more I see this system is one of abuse on many levels and variations of it exist not only in public schools but in some private ones as well. If one parent steps up to the responsibility of properly overseeing their child’s education, I am glad to have had my experience and the detailed research of others available to them.

I asked a question in the beginning of this paper, does it matter?

If your principles, values, privacy, family structure and freedom matter to you then please read more about why Outcome Based Education is designed to challenge and change those core beliefs at the destructive cost of the individual.  

The Wolf in Sheeps Clothing

Ideas Shape The Course of History

John Maynard Keynes

In the world of 21st Century politics it is common knowledge and safe to assume that power is at the core of what is debated, analyzed, struggled over and what ultimately shapes the laws that control life's qualities. To make the definition of politics simple it can easily be described as a moral war fought out through ideologies.
I like asking questions where you know I'm going to give my answer to them so hear it goes... If politics is an ongoing moral war, why do people view it as a separate subject from religion, economics and education when in reality politics effects and encompasses this broad spectrum? While you gather your answer I want try my best to explain how ideologies or what I like to call thoughts and beliefs shape our views and influence us to become side takers in this moral war.
Before I proceed I want to go back to the prize of this moral war; power, and ask another question. If power is the ultimate glory of winning the moral war and comes at a great price, what is the power used for?

First, I'd like to introduce you to the teacher's of ideology, the moralist. The definition of a moralist in the Webster Dictionary is: "one concerned with regulating the morals of others."  So the teachers of ideology use influence to direct their thoughts and beliefs to their students, usually those are the ones who will listen and then adopt and integrate those beliefs into their daily lives through activities. Those activities involve going to school to learn a trade or career that suites their desires and beliefs with many many books being studied with certain ideologies attached; that sounds like education. Then they find a job and work it in order to spend the money; sounds like economics. Sometimes those students with strong feeling for the good of others or to feel good about themselves join a congregation and discuss their moral codes between other like-minded students; sounds like religion. This cycle of life lived out has an ideology proding them in these daily decisions.

Now there are myraids of idealogies in the vast world. Many seem similar, some are born out of others, cultures and tradition create some, some seems so out there that only a few relate, the factions are countless. One can spend a lifetime studying these various sects. When you begin to widdle the similarities and differences down a pattern emerges that consistantly leads to two main ideologies. These two ideologies are opposing, making it simple to distinquish what faction goes where. I call them the For and Against Sides. For and Against what? For and Against God.  I do admit there are a few out there that have done a great job masking themselves to look like they belong on the For side and that is where one needs the Holy Spirit to quide them in truth. The For Side is much simpler than the Against side because it is cut and dry; simple. It states what it is and hasn't changed since the beginning of time as we know it. It is one way, Jesus and if the criteria doesn't fit with what He taught then one knows to automatically put it in the Against side.

If you are still with me, I'd like to use an example of an ideology that is current in today's world. This one falls under the somewhat complicated, masked to look good but really isn't category. It's adopted name is Fabion Socialism. I say adopted because this idea is not new, it has been tweaked a little here and molded a little there to fit in with the times, there will be more on that later. This widely unheard of ideology is actually everywhere you go but most do not know that what they live in or experience has this name. This form of socialism is like a chameleon and changes to fit the agenda at hand. Their international symbol is that of a turtle with the motto: "When I strike, I strike hard" The turtle represents the slow, gradual way in which they insert their beliefs and the hard shell represents their resolve to do what they set out to do. The original Fabian Society emblem is quite telling and should make one stop and think about this choice of symbolism long and hard. It is a wolf wrapped in a sheep's hide. I'd say that is blatant and in your face yet they have been able to accomplish their goal virtually unnoticed. How ironic!

So what do these Fabian wolves want to do, what is their goal? It starts as a pretty good story with promise as most stories do but as the emblem portrays, ends with the sheep slaughtered. So please, as you read on ask yourself if you've been a sheep lead astray.

Fabian Socialist admit their goal is by scientific design to mold and push the world into one world governance, also known by most as The New World Order. Socialism by definition is the stage following capitalism in the transition of a society to communism, characterized by the imperfect implementation of collectivist principles.Socialism on the surface seems fair and just but in reality, this ideal is unattainable under human control. There will always be something lacking. Why should I dash this inspiration to make life fair, ruin a dream, call it out on the floor as wrong and even go as far as to call it evil? Because it is a bastardized version of God's original plan. Remember when I mentioned Fabian Socialism adopted its name, its long lost lineage lies in the age old struggle between God and Satan. Its root grows from the idea of wanting to be like God, to have His power and to control the Earth and this power grab is accomplished through religion. Remember how I mentioned religion, education, economics and politics are really all intertwined, these are the vehicles used for deception and manipulation to keep you in the dark to what is really going on.

Let me explain the connection with quotes from dedicated Fabian Socialists and see if you can put the puzzle pieces together.

First, what Fabian Socialism IS:
1. A mixture of capitalism and socialism (reason they mix this is to slowly get rid of capitalism, strategy of      using the system to change the system)
2.Corporate fascism
3.Globalism, One world Government and Economy, they will use religion as the vehicle to accomplish this goal. (remember the definition of socialism from earlier in the article...and apply that to what a one world economy and government would look like...here is a first hand account of what living under socialism is like..it is a good account of how great it seems until you find out what freedoms have been taken from you. It is a system for the betterment of the few while they sell the system as a betterment for all. (If you believe everyone will benefit from this way of life you have been sold a lie.) Socialisms terminology is well-known  and used, for instance we've all heard of the greater good.  This idea is sold through the venue of community service. There is nothing wrong with community service until they REQUIRE it of you, then the terminolgy needs to change to enslavement. This community service will have ties to taking care of the environment, again nothing wrong with taking care of your surroundings, recycling, reusing etc. but when they can threaten to take away rights and freedoms we take for granted such as; owning a home because you only have a family of three when a family of 6 can USE that resource more efficiently, the real meaning of their IDEA becomes clear. These examples are real, and happen already in socialist countries like Cuba. Do you see the subtle way in which this has crept into the American way of life. (The phrases or words highlighted in red and yellow are cues; I suggest keeping the definition of socialism in the back of your mind as a filter when hearing or seeing these cues used in political speeches, at the pulpit, in your school etc.)

Economics:

London School of Economics
John Maynard Keynes, Fabian Socialist 
"The best way to destroy the capitalist system is to debauch the currency. By a continuing process of inflation, governments can confiscate, secretly and unobserved, an important part of the wealth of their citizens."

This rip-off of the American citizen began when the Federal Reserve Act was implemented in 1913.  A main supporter of this Act was John Rockefeller, a Fabian Socialist.

Politics:

Agenda 21 or Division for Sustainable Development
Council of Foreign Relations (also started by the Rockefellers in 1921)
The United Nations (started by Council of Foreign Relations)
Richard Haass: President of Foreign Relations
"The near monopoly of power once enjoyed by sovereign entities is being eroded, states must be prepared to cede some sovereignty to world bodies. Globalization thus implies that sovereignty is not only becoming weaker in reality but that it needs to become weaker. The goal should be to redefine sovereignty for the era of globalization, to find a balance between a world of fully sovereign states and an international system of either world government or anarchy." For the Full Article click here

Mix of Politics and Religion:

Doctor Walter Rauschenbusch, Fabian Socialist
"Socialism can only succeed with religion."
Father of the Social Gospel wrote a book called Christianizing The Social Order.
His teachings/theology was that Jesus death was out of love for society but has no bearing on
sin or that He was Deity. And that our "higher thought" will give us answers the Bible can not give.
This gave birth to what we know as Dominion Theology or Kingdom NOW ministries. This falls under the humanist thinking that heaven can be made on earth through man's good works and promotes group salvation, the individual is not responsible for looking to God but sees himself as a god...more on this later (For those who know the Bible good works do not lead to salvation) 

Tony Blair, Former Prime Minister of Britain, Fabian Socialist  
" Despite all of the various obvious differences in policy and attitude and positioning a lot of the values of the Fabian Socialists and George Bernard Shaw stood for would be very recognizable, at least I hope they would in today's Labor Party." He said this in regards to the famous stained glass window Mr. Shaw commissioned but was lost and refound in 2006. Click here to see the window. it depitcs two men hammering/molding the world on a table, on the bottome people praying, above the world is the fabian emblem of the wolf in sheeps hide. (Look up Matthew 7:15-16) (keep Tony's words in mind when you watch the video on Mr. Shaw in the following section.)

"I think the place of faith in the era of globalization is the single biggest issue of the 21 century. In terms of how we live together, how we minimize the process of conflict and maxamize the propects of peace. The place of religion in our society is essential. I think religion could be in an era of globalization, a civilizing force."

Tony Blair started the Faith Foundation after becoming a Catholic, Rick Warren sits on this board. He was mentored by Peter Drucker who was mentored by...John Maynard Keynes, Fabian Socialist.

Pope XVI aligns with the Fabian Socialist in his encyclical. he called for reform of UN for true political authority, global tax and redistribution of wealth and energy.


Education:

Richard Rorty, (Grandson of Dr. Walter Rauschenbush) Professor of Philosphy At Stanford University, Fabian Socialist
"It seems to me that the reclative idea that we, heirs of the enlightenment, we sociocrats, most frequently use to criticize the conduct of various conversational partners is that of needing education in and to outgrow their primitive fear, hatred superstitions, is a concept which like I, most Americans who teach humanities or social science at colleges and universities invoke when we try to arrange things so that students that enter as bigoted, homophobic, religious, fundametalists (he's talking about those of the Christian Faith who believe Jesus is the Son of God, Died for OUR sins, was resurrected and that He is the only true way to know God) will leave college with views more like our own. (socialist, who believe Jesus was just a social justice hippie, and that they are in fact gods unto themselves..more later on this) The fundamentalists parents of out fundamentalist students think that the entire American liberal establishment is engaged in a conspiracy, the parents have a point." 

I highlighted enlightenment, what has he and other Fabian Socialist been enlightened with? Look up Genesis 11, it is the account of the Tower of Babel. Verse 4 talks about the tower man will build to reach into heaven. This is the beginning of religion, a man-made way to try to reach heaven and be like God according to their own set of rules. This "enlightenment" has it's root all the way back to this first ideology that man can do it on their own. (If you know your Bible, God has always shown His way to man through the covenant and then through Jesus, the new covenant and man consistantly rejects that) If you go further back the account of Lucifer wanting to be like God you'll see where these ideals are not new. (Isaiah 14:12-14)

It is simple to see where ideologies fall when you trace them back to their original source. There are two worldviews and those are; For or Against God.

Entertainment/Literature:

George Bernard Shaw, writer and co-founder of The Fabian Society
Click here to see this video and you can see why people are worried about the "end of life section found in the Health Care Bill but in fact is already funded for in the Stimulus Plan under the Federal Coordinating Council for Comparative Effectiveness Research.

"As a socialist I have to preach as much as anyone the enormous power of the environment, we can change it, we must change it, there is absolutley no other sense in life then the task of changing it, what is the use of writing anything if there is not a will which finally molds chaos itself into a race of gods."

Religion:

First, did you notice the end part of Shaws quote...this isn't an isolated person in the Fabian system. This idea that man can be little gods is rampant in our society...it also has a name, Pagan Spirituality. Maybe you've heard the all too familiar sayings, phrases or quips...


"It is never too late to embrace your truth."
"What is your truth whispering?"
"Use compassion to stay on the path to your own truth
"There is only your truth."
Sounds good on the surface, but is rotten to the core.

These phrases are common in the New Age or Nature Worship sects of Pagan Spirituality and one doesn't have to go to church to be a part of it. Pick up a Self-Help book and you will most likely see these phrases in there.

If you read this entire article and clicked on all the links, I think you'll find it was impossible to seperate out the politics from the religion, the religion from the education, etc. It's one massive, united ball meant to collapse America and the most important thing, keep the masses in spiritual darkness.

I leave you with these words from a known communist as food for thought, "America is like a healthy body and its resistance is three-fold, patriotism, morality and spirituality. If we could undermine these three areas, America will collapse from within." Joseph Stalin

It is here, don't be fooled! John 14:6 means more to me than ever....

(With thanks to Brannon Howse, watchdog for the American Christian)