PICTURE THIS: Your child is beginning his new year of school. What if your child's teacher is what is called a "CHANGE AGENT". She or he is not going to inform you of that fact, but their ideals and political leanings are very liberal and global and they do as they have been instructed to in the beginning process of "INDOCTRINATING" your child. They bring the class into a circle explaining they are going to create a "NEW' school family and what happens at school stays at school. They are also told they are not to tell their parents about their new family. It is a slow, deliberate process.
Ronald Havelock’s change agent in-service training prepared me for what I would find in the U.S. Department of Education when I worked there from 1981–1982. The use of taxpayers’ hard-earned money to fund Havelock’s “Change Agent Manual” was only one out of hundreds of expensive U.S. Department of Education grants each year going everywhere, even overseas, to further the cause of internationalist “dumbing down” education (behavior modification) so necessary for the present introduction of global workforce training". Charlotte Iserbyte from her book "Deliberate Dumbing Down of America"
Havelock was a federally-funded Marxist who chaired the classics departments at both Harvard and Yale teacher training program of which the U.S. Dept. of Education was promoting, funding and distributing WORLDWIDE in the 80’s.
Havelock was a federally-funded Marxist who chaired the classics departments at both Harvard and Yale teacher training program of which the U.S. Dept. of Education was promoting, funding and distributing WORLDWIDE in the 80’s.
As addressed by John T. Wood (ID) he referred to his "Report to the American People on UNESCO" the concepts and philosophies which were to be taught in the classrooms throught America "as the most malignant plot in history against the future of this country and its children's children"
| change_agents_in_the_schools-barbara_morris-1979-310pgs-edu.sml.pdf |
The fact that the main focus of the indoctrination of our children is focused on Judeo/Christian children should not be the main concern. What is happening is the indoctrination of ALL our children to the socialist, progressive morals, values and social attitudes. We as parents, have sent our children off for years to spend the majority of their day with a basic stranger of whom the parents know nothing about that person. Have you asked yourself why the majority of supporters of Bernie Sanders and Hillary Clinton are between the age of 18-30? This is the answer to parents who are asking this question as we have basically lost almost a whole generation .
"The Children’s Hour” is a story by James Clavell which deals with the ability of a “new” teacher, brought to an elementary classroom as a result of a “hostile government’s takeover,” who is able to completely subvert the values, beliefs and loyalties of the children in a half hour’s time. At the end of the story the children had cut up the American flag and thrown the flagpole out of the window, and had been convinced that prayer was a waste of time because “what you receive always comes from somebody else,” not God. (See pp. 70–71 of the 1999 book, The Deliberate Dumbing Down of America.)
"The Children’s Hour” is a story by James Clavell which deals with the ability of a “new” teacher, brought to an elementary classroom as a result of a “hostile government’s takeover,” who is able to completely subvert the values, beliefs and loyalties of the children in a half hour’s time. At the end of the story the children had cut up the American flag and thrown the flagpole out of the window, and had been convinced that prayer was a waste of time because “what you receive always comes from somebody else,” not God. (See pp. 70–71 of the 1999 book, The Deliberate Dumbing Down of America.)
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In Charlotte Iserbyt's famous book "The Deliberate Dumbing Down of America" preface she made this statement regarding her attendance to a "change agent in-service training called “Innovations in Education" written by Professor Ronald Havelock 3who at the time was at the University of Michigan.
Charlotte stated " This in-service training literally “blew my mind.” I have never recovered from it. The
presenter (change agent) taught us how to “manipulate” the taxpayers/parents into accepting controversial programs. He explained how to identify the “resisters” in the community and how to get around their resistance. He instructed us in how to go to the highly respected members of the community—those with the Chamber of Commerce, Rotary, Junior League, Little League, YMCA, Historical Society, etc.—to manipulate them into supporting the controversial/non-academic programs and into bad-mouthing the resisters. Advice was also given as to how to get the media to support these programs.
I left this training—with my very valuable textbook, The Change Agent’s Guide to Innovations in Education, under my arm—feeling very sick to my stomach and in complete denial over that in which I had been involved. This was not the nation in which I grew up; something seriously disturbing had happened between 1953 when I left the United States and 1971 when I returned."
Charlotte stated " This in-service training literally “blew my mind.” I have never recovered from it. The
presenter (change agent) taught us how to “manipulate” the taxpayers/parents into accepting controversial programs. He explained how to identify the “resisters” in the community and how to get around their resistance. He instructed us in how to go to the highly respected members of the community—those with the Chamber of Commerce, Rotary, Junior League, Little League, YMCA, Historical Society, etc.—to manipulate them into supporting the controversial/non-academic programs and into bad-mouthing the resisters. Advice was also given as to how to get the media to support these programs.
I left this training—with my very valuable textbook, The Change Agent’s Guide to Innovations in Education, under my arm—feeling very sick to my stomach and in complete denial over that in which I had been involved. This was not the nation in which I grew up; something seriously disturbing had happened between 1953 when I left the United States and 1971 when I returned."
This report covers in great detail: definition of community education (C.E.) UN/UNESCO, Change Agents in C.E., Strategies in C.E., Individually Guided Education in C.E., History of C.E., International C.E., Blueprint for Community-Centered Schools, Future of Education.
| an_expose-community_education-38pgs-ns-gov-edu.sml.pdf |
| humanistic_morals_and_values_education-vince_nesbitt-1981-34pgs-edu.sml.pdf |
WHAT IS A CHANGE AGENTS ROLE
IndoctriNation – How Long Has This Been Going On?
October 20, 2013 | By: Matthew and Ellen Gerwitz
When I first heard about the documentary INDOCTRINATION, I thought, “What a great tool to convince people to home school their children.” However, I didn't watch it myself because I was already a homeschooling mother of three high school students who had been home schooled from day one. I figured that being a veteran homeschooling mother, as well as a homeschooling support group leader, I already knew what the documentary would say.
I was WRONG. Early in 2013, after all of my children had graduated from homeschooling, a friend lent me the DVD and I decided to watch it out of curiosity. To say that I was speechless would be an understatement. Oh, I knew about the bad conditions in the public schools and about how they were trying to remove God from society. But, I still had a rather idealistic view of education in this country during its early years. What I learned from the documentary was shocking. To learn that the entire system was corrupt from the beginning completely changed the way I viewed homeschooling.
I realized that in homeschooling my children, I had been part of a miracle without even knowing it. God has seen fit to once again liberate his children from “Egypt” and walk them through the “Red Sea” to the “Promised Land” on dry ground. When I set out to homeschool 19 years ago, I was excited, but also a bit skeptical. After my first year, I was downright reluctant. Why? Well, my oldest child and I are a lot alike. We spent much of that first year butting heads. I even told my husband that I was not going to continue homeschooling. Being the firm leader that he is, he replied, “We are going to homeschool. And if need be, I will teach them myself in the evenings after work.” Being a submissive wife, I agreed. But secretly, I asked God to begin working on my husband to change his mind.
Thankfully, God had other plans. I had a dream in which I had placed my oldest child in a school. In the dream, I went to the school to pick him up. The secretary directed me to his classroom, but when I got there, the teacher informed me that she had sent him to a different room. Off I went, in my dream, to the next room. However, when I got there, the story was the same. He had been sent to a different room. This continued throughout the dream and my level of panic increased as I unsuccessfully tried to find my son.
I wish I could say that when I woke up, I understood what God was saying. I did not. It took the experience of meeting a friend at a local school playground. I had never been to this playground, but it seemed nice enough. When I arrived, I was stunned to see that the school building was exactly the same as the school building in my dream! I was so shaken, that my friend asked me what was wrong. I explained the dream that I had had and my friend informed me that God was trying to tell me something. I knew then and there that if I put my child in school, I would lose him forever. From that day forward, I have been a homeschooler.
That in itself is a miracle. But what is even more miraculous, is that God saw fit to use people like me who had been educated in a system full of indoctrination. He not only rescued my children; he also rescued me! This was the realization I had when I watched INDOCTRINATION. You need to know, but am not a crying person by nature. However, sitting in my living room, crying was the only reaction I could muster. To know that God had not only saved me from Egypt (institutionalized education), but also walked my family through the Red Sea (the process of homeschooling) was overwhelming. Even now, this thought brings me to tears.
Day by day, month by month, year by year, we educated our children at home. We chose curriculum that challenged our children and forced them to think. I just put one foot in front of the other and followed God. I had no idea that I was part of a miracle! Wow!
A few months later, I was given the opportunity to receive a free copy of the e-book Indoctrination in exchange for helping to spread the word about it. I love to read and I love to learn new things. I also happened to have a very large network that I could share the information with. I received my e-book just before my husband and I set out on a three week trip to Florida. I figured the e-book would make for some interesting reading while I was relaxing. MORE
I was WRONG. Early in 2013, after all of my children had graduated from homeschooling, a friend lent me the DVD and I decided to watch it out of curiosity. To say that I was speechless would be an understatement. Oh, I knew about the bad conditions in the public schools and about how they were trying to remove God from society. But, I still had a rather idealistic view of education in this country during its early years. What I learned from the documentary was shocking. To learn that the entire system was corrupt from the beginning completely changed the way I viewed homeschooling.
I realized that in homeschooling my children, I had been part of a miracle without even knowing it. God has seen fit to once again liberate his children from “Egypt” and walk them through the “Red Sea” to the “Promised Land” on dry ground. When I set out to homeschool 19 years ago, I was excited, but also a bit skeptical. After my first year, I was downright reluctant. Why? Well, my oldest child and I are a lot alike. We spent much of that first year butting heads. I even told my husband that I was not going to continue homeschooling. Being the firm leader that he is, he replied, “We are going to homeschool. And if need be, I will teach them myself in the evenings after work.” Being a submissive wife, I agreed. But secretly, I asked God to begin working on my husband to change his mind.
Thankfully, God had other plans. I had a dream in which I had placed my oldest child in a school. In the dream, I went to the school to pick him up. The secretary directed me to his classroom, but when I got there, the teacher informed me that she had sent him to a different room. Off I went, in my dream, to the next room. However, when I got there, the story was the same. He had been sent to a different room. This continued throughout the dream and my level of panic increased as I unsuccessfully tried to find my son.
I wish I could say that when I woke up, I understood what God was saying. I did not. It took the experience of meeting a friend at a local school playground. I had never been to this playground, but it seemed nice enough. When I arrived, I was stunned to see that the school building was exactly the same as the school building in my dream! I was so shaken, that my friend asked me what was wrong. I explained the dream that I had had and my friend informed me that God was trying to tell me something. I knew then and there that if I put my child in school, I would lose him forever. From that day forward, I have been a homeschooler.
That in itself is a miracle. But what is even more miraculous, is that God saw fit to use people like me who had been educated in a system full of indoctrination. He not only rescued my children; he also rescued me! This was the realization I had when I watched INDOCTRINATION. You need to know, but am not a crying person by nature. However, sitting in my living room, crying was the only reaction I could muster. To know that God had not only saved me from Egypt (institutionalized education), but also walked my family through the Red Sea (the process of homeschooling) was overwhelming. Even now, this thought brings me to tears.
Day by day, month by month, year by year, we educated our children at home. We chose curriculum that challenged our children and forced them to think. I just put one foot in front of the other and followed God. I had no idea that I was part of a miracle! Wow!
A few months later, I was given the opportunity to receive a free copy of the e-book Indoctrination in exchange for helping to spread the word about it. I love to read and I love to learn new things. I also happened to have a very large network that I could share the information with. I received my e-book just before my husband and I set out on a three week trip to Florida. I figured the e-book would make for some interesting reading while I was relaxing. MORE
AGENTS OF CHANGE
<-From There to Here->
The 80's - Disturbing reports continued to surface regarding steep declines in academic test scores in schools which have restructured using the various components of Effective Schools Research. These scores are from schools which, while using ESR, have not yet shifted from norm-referenced (competitive) tests—which compare students’ results among their peers and which use “A-B-C-D-F” grading—to performance-based (non-competitive) teach-to-the-test assessments. Examples are the “open book test” and “authentic assessment”—which have the students competing against no one but themselves, giving them as much time as necessary to “master” the competencies.
Once the non-competitive, performance-based assessments are in place, the scores will naturally go up, thus allowing the social change agents to breathe a sigh of relief. The “low test score cat” will have been shoved back into his bag and the media will shout from the rooftops how well our children are doing on the new performance-based assessments! As usual, everyone will go back to sleep believing all is well—if they were ever awake to the problem in the first place.
The pre-non-competitive, performance-based academic test score decline should have come as no
surprise to the change agents in charge of “effective” schools. The “father” of the Effective Schools Research method, or Skinnerian mastery learning, the late Prof. Benjamin Bloom, said in his 1981 book All Our Children Learning: “The purpose of education and the schools is to change the thoughts, feelings and actions of students.” An even more astonishing statement was made in The Effective School Report by one of the leading change agents, Thomas A. Kelly, Ph.D.: “The brain should be used for processing, not storage.” (This is the Common Core Standards way). With this educational emphasis, academic test scores could have done nothing but decline. If there is anyone reading this book who questions the validity of this writer’s claim that America has been “deliberately dumbed down,” I urge them to keep these quotes in mind.
Let me pose the following question: How could the writer of this book have written this book
had her brain not been used for storage? Could the answer to that question be the reason why the
social change agents do not want the brain to be used for storage?
Once the non-competitive, performance-based assessments are in place, the scores will naturally go up, thus allowing the social change agents to breathe a sigh of relief. The “low test score cat” will have been shoved back into his bag and the media will shout from the rooftops how well our children are doing on the new performance-based assessments! As usual, everyone will go back to sleep believing all is well—if they were ever awake to the problem in the first place.
The pre-non-competitive, performance-based academic test score decline should have come as no
surprise to the change agents in charge of “effective” schools. The “father” of the Effective Schools Research method, or Skinnerian mastery learning, the late Prof. Benjamin Bloom, said in his 1981 book All Our Children Learning: “The purpose of education and the schools is to change the thoughts, feelings and actions of students.” An even more astonishing statement was made in The Effective School Report by one of the leading change agents, Thomas A. Kelly, Ph.D.: “The brain should be used for processing, not storage.” (This is the Common Core Standards way). With this educational emphasis, academic test scores could have done nothing but decline. If there is anyone reading this book who questions the validity of this writer’s claim that America has been “deliberately dumbed down,” I urge them to keep these quotes in mind.
Let me pose the following question: How could the writer of this book have written this book
had her brain not been used for storage? Could the answer to that question be the reason why the
social change agents do not want the brain to be used for storage?
