November 29, 2009

U.S. Education System is Teaching Groupthink or Collectivism over Individual Initiative

The Triumph of Socialism

By Llewellyn H. Rockwell, Jr.,
November 12, 2009

Do you think ideas don't matter, that what people believe about themselves and their world has no real consequence? If so, the following will not bug you in the slightest.

A new BBC poll finds that only 11 percent of people questioned around the world — and 29,000 people were asked their opinions — think that free-market capitalism is a good thing. The rest believe in more government regulation.

Only a small percentage of the world's population believes that capitalism works well and that more regulation will reduce efficiency. One quarter of those asked said that capitalism is "fatally flawed." In France, 43% believe this. In Mexico, it is 38%.

A majority believes that government should rob the rich to give money to poor countries. In only one country, Turkey, did a majority say that less government is better.

It gets even worse. While most Europeans and Americans think it was a good thing for the Soviet Union to disintegrate, people in India, Indonesia, Ukraine, Pakistan, Russia, and Egypt mostly think it was a bad thing. Yes, you read that right: millions freed from socialist slavery — bad thing.

That news must lift the heart of every would-be despot the world over. And it comes as something of a shock twenty years after the collapse of socialism in Russia and Eastern Europe revealed what this system had created: backward societies with citizens who lived short and miserable lives.

Then there is the China case, a country rescued from bloody barbarism under communism and transformed into a modern and prosperous country by capitalism.
Capitalism is tailored to individual initiative rather than groupthink or community initiative. Nearly all inventions that have furthered the capitalistic enterprise and blessed humanity in the process have been the result of individual initiative rather than committee, group or government activity (compare previous centuries to the accelerated rate of inventions since America gained its independence in 1776). - Dr. David Noebel, The Socialization of America, The August Review, March 27, 2009
What can we learn? Far from not having learned anything, people have largely forgotten the experience and have developed a love for the ancient fairy tale that all things can be fixed through collectivism and central planning.

As to those who would despair at this poll, consider that it might have been much worse were it not for the efforts of a relative handful of intellectuals who have fought against socialist theory for more than a century. It might have been 99% in support of socialist tyranny. So there is no sense in saying that these intellectual efforts are wasted.

Ideas also have a life of their own. They can lie in wait for decades or centuries and then one day, the whole of history turns on a dime. Especially these days, no effort goes to waste. Publications and essays, or any form of education, is immortalized, ready for the taking by a desperate world.

As for the opinion poll, we have no idea just how intensely these views are held or even what they mean. What, for example, is capitalism? Do people even know? Michael Moore doesn't know, else he wouldn't be calling bailouts for elite, Fed-connected financial firms a form of capitalism.

Many other people reduce the term capitalism to "the system of economics in the United States." It is no more complicated than that. This is despite the reality that the United States has a comprehensive planning apparatus in place that is directly responsible for all our current economic troubles.

Now, let's take this further. Among the many people around the world who do not like the US empire, many believe they don't like capitalism either. If the US economy drags the world down into recession, that is a prime example of capitalism's failure. Even more preposterous, if you didn't like George W. Bush, his ways, and his cronies, and Obama is something of a relief, then you don't like capitalism and you do like socialism.

Another point of view misunderstands the idea of capitalism itself. It is not about creating economic structures that benefit capital at the expense of labor or culture or religion. It is about a system that protects the rights of everyone and serves the common good. Capitalism is just the name that happened to be identified with this system. If you want to call freedom a banana, fine, what matters is not words but ideas.

I do know that none of these messed-up definitions of capitalism follow. You know this too. But for the world at large, serious ideological analytics are not the animating force of daily life. Many people attach themselves to vague slogans.

Further, as Rothbard has forcefully argued, free-market capitalism serves no more than a symbolic purpose for the Republican Party and for conservatives. Economic liberty is the utopia that they keep promising to bring us, pending the higher priority of blowing up foreign peoples, jailing political dissidents, crushing the left wing on campus, and routing the Democrats.

Once all of this is done, they say, then they will get to the instituting of a free-market economic system. Of course, that day never arrives, and it is not supposed to. Capitalism serves the Republicans the way Communism served Stalin: a symbolic distraction to keep you hoping, voting, and coughing up money.

All of which leaves true capitalism — a product of the voluntary society and the sum total of all the exchanges and cooperative acts of people all over the world — with few actual intellectual defenders. They are growing, but the educational work we need to do is daunting, and we are facing the most powerful forces in the world.

There is nothing new in this. In the history of the world, freedom is the exception, not the rule. It must be fought for anew in every generation. Its enemies are everywhere, but the leading enemy is ignorance. For this reason, the main weapon we have at our disposal is education.
One task assigned to the investigators of the 1953 Reese Commission, was "to educate them as to the effect on the country, as a whole, of the activities of large, endowed foundations over the then past forty years. That affect was to orient our educational system away from support of the principles embodied in the Declaration of Independence, and implemented in the Constitution; and to educate them over to the idea that the task now was to effect an orientation of education away from these briefly stated principles and self-evident truths. And, that’s what had been the effect of the wealth which constituted the endowments of those foundations — foundations that had been in existence over the largest portion of the span of fifty years — and holding them responsible for this change. What we were able to bring forward was — what we had uncovered was — the determination of these large endowed foundations, through their trustees, actually to get control over the content of American education." - Norman Dodd, 1982 Interview by G. Edward Griffin
Education includes explaining that socialism is an unworkable idea. There is nothing better than Ludwig von Mises's 1922 book Socialism, a comprehensive presentation of the fallacy of the socialist idea. Another essential work is the Black Book of Communism. Here we have a wake-up call that shows that the dream of socialism is actually a bloody nightmare.

Then there is the issue of the positive case for capitalism. One can do no better than Mises's own Human Action, which is not likely to ever be surpassed as a treatise on the free economy. True, it is not for everyone. And that's fine. There are many primers out there too.

The fashion for socialism and the opposition to capitalism should alarm every lover of freedom the world over. We have our jobs cut out for us, but with numbers this bad, it is not difficult to make a difference. Every blow you can land for free markets helps protect freedom from its enemies.

Norman Dodd and the Reece Commission: Tax-exempt Foundations Changed History and the U.S. Education System (Excerpt)

Canada Free Press
December 16, 2010

Norman Dodd (June 29, 1899 – January 1987) was a banker/bank manager, financial advisor, and chief investigator in 1953 for U.S. Congressman B. Carroll Reece's Special Committee on Tax Exempt Foundations (commonly referred to as the Reece Committee).

Dodd learned that the major tax-exempt foundations (Carnegie Endowment, Ford Foundation, and the Rockefeller Foundation, among others) had been operating since at least 1945 to promote an agenda that has little to do with charity, good works or philanthropy, but with controlling the education system in the United States and altering the teaching of American History and building their own stable of historians.

A group of twenty historians ultimately became the nucleus of the American Historical Association, receiving a grant of $400,000 from the Carnegie Endowment in the late 1920’s which provided funding for revisionist research that produced a 7 volume study of our history, presented in a manner consistent with the way the Endowment wished it to be taught here in the future. This policy diverted away from support of the “out dated” and “no longer practical” principles and “self evident truths” embodied in the Declaration of Independence and the Constitution, and insinuated instead one of “collectivism” (communism), the so called wave of the future, and how this country should be, as they wished to have it be.

The real objectives include the creation of a world-wide collectivist state which is to be ruled from behind the scenes by the same elite who control the foundations. His allegations stem from reviewing the minutes of the Carnegie Institute and their explicitly stated plans listed therein. [Other Sources: Wikipedia and Reality Zone]

Google Video of 1982 Interview of Norman Dodd by G. Edward Griffin
Transcript of 1982 Interview of Norman Dodd by G. Edward Griffin

"Alan Gaither was, at that time, President of the Ford Foundation. Mr. Gaither had sent for me when I found it convenient to be in New York, asked me to call upon him at his office, which I did. On arrival, after a few amenities, Mr. Gaither said, 'Mr. Dodd, we have asked you to come up here today because we thought that, possibly, off the record, you would tell us why the Congress is interested in the activities of foundations such as ourselves.' Before I could think of how I would reply to that statement, Mr. Gaither then went on to say, 'Mr. Dodd, all of us who have a hand in the making of policies here, have had experience operating under directives, the substance of which is, that we use our grant-making power so as to alter life in the United States that it can be comfortably merged with the Soviet Union'." - Norman Dodd

Is there a connection between federal education aid and the inflation rate in higher education? Increased availability of student loans should theoretically make college more affordable, but research has proven government lending to be grossly counterproductive. Though these programs attempt to make school more accessible to people of low income, they have defeated their intended purpose by driving tuition costs up exponentially. Initially, banks refused to offer loans to college students, because young adults typically lack any substantial assets or collateral. The abnormal nature of this market eventually led to government involvement in funding of higher education, but with many unintended consequences. Universities race to absorb the greatest portion of federal funding by raising tuition costs. This research builds upon the Bennett Hypothesis, an idea circulated in the 1980s by U.S. Secretary of Education William J. Bennett. Many factors play a role in the convoluted issue of spiked tuition costs, but a strong case can be made for the Bennett Hypothesis. - Federal funding directs tuition, The Daily Evergreen, September 28, 2010

The Methodical Destruction of American Education

By John Templeton, Patriot News Network
February 3, 2011

For approximately one hundred years, education in America has been controlled by subversive organizations. These organizations have used, and are continuing to use, education as a tool of oppression. This infiltration has led to the decay of morality, freedom, and prosperity in this country.

The end goal through the covert control of the educational system is to destroy the United States Constitution and subjugate the American people, along with the rest of the world's people, into a one-world totalitarian government.

Our children are being indoctrinated daily with humanism conducive to world government. Education “reform” in the present day is a scam as both sides of the debate are controlled by the same interests. This fictitious debate is part of a Hegelian dialectic designed to indoctrinate our children into humanism and collectivism while giving them just enough workforce education to serve their corporate masters in the global economy.

Early experimental psychologists, adhering to humanist ideology, thought that man could be conditioned or molded in any way desired as long as the psychologists applied the proper techniques. The late 1800s marked a time when educational theory in America began to shift away from schools imparting knowledge to children to schools that focused on changing behavior in children. Psychologists began to ponder not what kinds of things should be taught, but rather what kind of children they wanted to mold for society.

In the early years of the twentieth century, powerful families, namely the Rockefellers and Carnegies, would lend financial support to the research efforts of the behavioral psychologists, which forever changed American education and society in a negative manner.

In 1921, the Rockefeller- dominated Council on Foreign Relations (CFR) was established. This insidious, pro-socialist world government organization has had a profound effect on education in America and continues to at present.

The same year the CFR was established the Tavistock Institute in London was founded with financial backing from the Rockefellers, Rothschilds, and British Monarchy. Tavistock is a think tank created to influence public opinion and condition minds for world government. Today, Tavistock controls the Aspen Institute which strongly shapes American education through its influence on America's leading education reformers, specifically the Knowledge Is Power Program (KIPP) network of charter schools and Teach For America.

With the Council on Foreign Relations and the powerful tax-exempt organizations controlled by the Rockefellers, Carnegies, and other elite families firmly established, the 1930s proved to be a time when humanism and socialism gained widespread support among academic and political circles. During the 1940s and 1950s, the communist and socialist “change agents” had infiltrated our government at the highest levels which enabled them to put the United States on a path to destruction via control of its educational system. This was a time period when several key pieces of humanist and socialist legislation were passed affecting education. It was also a time when several mass mind control organizations stepped up efforts to psychologically enslave the American people into collectivist and humanist thought in order to establish world government.

Furthermore, the United Nations was founded in 1945 and the United States became a member of the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 1946. This was extremely damaging to our nation as humanist educational policies from UNESCO were implemented in American schools in the following decades.

In 1953, the behavioral psychologists made their lasting mark on education by perfecting the work of Wundt and Dewey. Skinner, Bloom, and others set the stage for the complete indoctrination and conditioning of children inside classrooms by means of operant conditioning, thus allowing for total societal control in the future. Bloom’s Taxonomy is a foundation for education and teacher training all across the country today.

The last four decades of the 20th Century saw radical changes in education nationwide due to the actions of humanist and socialist change agents who followed in the footsteps of their predecessors of the 1940s and 1950s. Legislation was passed that removed local control of schools and placed control in the hands of the federal government, thus ensuring control of society by elitist social engineers.

Federally-controlled organizations and programs were created, which ensured the changing of teachers into behavior “molders” using Skinnerian methods instead of teachers who imparted knowledge to children using traditional methods. Additionally, federal workforce training programs were implemented in schools to provide lifelong laborers for corporations in the 21st Century – all in the name of a highly controlled, socialist world government.

Currently, the education reform debate rages in this country between two seemingly different parties. On one side is the National Education Association and its supporters, and on the other side of the debate is the Knowledge Is Power Program (KIPP) and Teach For America (TFA) representing charter schools. However, the elite socialists and communists control both sides.

Bear in mind that the majority of people involved with these two camps are unaware of this truth and are good people who really believe that they are making a difference in the lives of children, but they are being brainwashed and manipulated by their hidden controllers who have propped them up with funding in order to pull their strings from behind the scenes. The powerful tax-exempt foundations and their affiliated think tanks and corporations, are behind it all – and a highly controlled, socialist society under world government is the endgame.

The National Education Association was compromised several decades ago via the Rothschild and Rockefeller-funded Tavistock Institute. Thousand of teachers and leaders have been run through the brainwashing mill of National Training Laboratories, which is run by Tavistock.

Of course, the socialists and communists have their grip on the KIPP/TFA side of the dialectic, primarily through the Rockefeller-dominated Council on Foreign Relations and Trilateral Commission and the Tavistock-controlled Aspen Institute. The leadership of KIPP and TFA is loaded with members of the Council on Foreign Relations and the Trilateral Commission. In addition, many of the KIPP and TFA leaders are undergoing collectivist brainwashing at the Aspen Institute. Furthermore, KIPP's biggest donors have strong ties to the Council on Foreign Relations, UNESCO, and the Aspen Institute.

Again, the same manipulative tax-exempt foundations and their affiliated think tanks and corporations are behind the intentional destruction of education as well as its reform. The ultimate goal, or synthesis, is a world government with a dumbed down global workforce, ready and willing to serve their corporate masters. The real reason behind the creation of “choice” through the charter school movement was to open the door to corporate influence. The United States is now seeing the early stages of a corporate takeover of education.

Ultimate control of American education can be traced back to the British Empire working through British Freemasonry. The Rhodes-Milner Round Table was founded by British Freemasons with the backing of the Rothschild banking dynasty. Cecil Rhodes of the Round Table was an admitted racist and wrote in his will that he desired for the United States to be brought back under the control of the British Empire and for the British Empire to rule the world. Rhodes stated in his final will that he wanted to establish a scholarship program for students to be indoctrinated into British Imperialism in order to carry out his plan for British domination of the world. Rhodes Scholars have infiltrated our educational system and government at the highest levels. From the Round Table originated the Royal Institute for International Affairs and its sister organization in America, the Council on Foreign Relations. The Trilateral Commission was founded by David Rockefeller as a sister organization to the CFR. The British-Rothschild alliance also gave birth to the Tavistock Institute in London, which controls the Aspen Institute in the United States.

Lastly, the financiers and controllers of American education are intimately connected to the racist Eugenics movement and depopulation agenda. Both the Carnegies and Rockefeller families have funded Eugenics research in America. The Rockefellers supported the Eugenics research of the Nazis and founded the Population Council in 1952. Educational financier, Bill Gates, gives millions to UNESCO and KIPP as well as the Eugenics front organization, Planned Parenthood.

The humanist elite who are destroying education in this country are suffering from mental illness. They believe that through science they are going to perfect human nature, or become God, and that they are going to create two separate species from human beings: One is to be the slave class and the other is to be the perfect human.

They are trying to create a society that will progress into absolute tyranny – total world government in the hands of the few at the expense of the many. Only a well-informed public can stop these people dead in their tracks.

The Corporate Takeover: The Trend for Appointing CEOs to Top Jobs is Symptomatic of a Declining Commitment to Public Education and Social Justice

The Guardian
November 30, 2010

The top positions in state education across the US reflect a trust in CEO-style leadership for education management and reform. Along with these new leaders in education, billionaire entrepreneurs have also assumed roles as education saviours. Bill Gates, Geoffrey Canada, Arne Duncan, Joel Klein, and Michelle Rhee have capitalised on their positions in education to rise to the status of celebrities, as well – praised in the misleading documentary feature Waiting for Superman, on Oprah, and even on Bill Maher’s Real Time.

Like Obama, Secretary Duncan has led refrains against bad teachers, while ignoring the growing impact of poverty on the lives of children and on schools. One very visible effect of this trend for recruiting CEO-style leaders and billionaire entrepreneurs is the new commitment to corporate-sponsored charter schools. The corporate push to take over state education is, in fact, masking the failures of corporate America. And, in turn, this masks the fact that America has failed state education, rather than state education failing America.

The standards, testing and accountability movement is built on a claim that education can change society. The corporate support for the accountability movement and the “no excuses” charter school movement seeks to reinforce that claim because, otherwise, corporate America and the politicians supporting corporate America would have to admit that something is wrong with our economic and political structures.

And the evidence isn’t on the side of corporate America.

The Joseph Rowntree Foundation has shown that only 14% of pupil achievement can be attributed to the quality of the school; 86% of that achievement is driven by factors outside of education. David Berliner has also established six out-of-school factors that overwhelm the effectiveness of education against poverty and expanding social inequities.

In the US, achievement gaps and failure in state schools reflect larger inequalities in society, as well as dysfunction in corporate, consumer culture. The schools did not cause those gaps or failures – although it is true that, far too often, they perpetuate the social stratification. And the evidence shows that schools alone will never be able to overcome powerful social forces.

The real failure, which is the message being ignored here, is that one of the wealthiest countries in the world refuses to face the inequities of its economic system, a system that permits more than 20% of its children to live in poverty and to languish in schools that America has clearly decided to abandon, along with its democratic principles.

Jack Kent Cooke Foundation is Part of Team of KIPP Supporters

Jack Kent Cooke Foundation
November 19, 2011

The next likely tough-love chapter in the reform-schooling of urban America appears to be moving into alignment, explicably borne forward by willful ignorance, political hubris, moneyed arrogance, and a national advertising campaign to publicize a new secret weapon in the continuing crusade to raise test scores and close the achievement gap. The reformers’ new secret weapon is a non-profit corporate chain of charter schools known as the Knowledge is Power Program (KIPP).

Since being embraced by George W. Bush in 2000, KIPP, Inc. has become the new miracle (or mirage) choice model that promises to finally fix the children in neighborhoods where poverty is left unchecked and in a viral state.

With a new administration now in Washington even more keen than the last one on accelerating the number of charter schools in urban areas where a psychological “no excuses” rehab seems to be in order, we could see the fruition of an ideological commitment to privatization, anti-unionism, and social efficiency control that, heretofore, has constituted the education agenda of political conservatives only.

The seamless replacement of urban public schools by corporate-run charter schools could depend, sadly, on the ability of cash-starved states and cities to withstand takeover bids from corporations and their foundations, which now effectively exert their power through the federal education establishment. With the Secretary of Education, Arne Duncan, publicly supportive of the CEO-powered urban model, from the mayor’s office down to the principal’s office, resistance may prove futile among economically hard-pressed state and city governments.

Begun as a single middle school in 1994 by two ambitious Teach for America alums in Houston, Texas, the KIPP chain now has over 80 locations and the financial backing of America’s most active corporate givers to K-12 education. Since 2000, when a simulated KIPP classroom skit was presented as part of the program for Republican National Convention, the growing list of benefactors has grown impressively. With many deep pockets at the ready to assist, KIPP has emerged as the poster school for urban education reform.

Here is a partial list available from the KIPP Foundation website:

60,000,000 and above:
Doris & Donald Fisher Fund

The Walton Family Foundation, Inc.

The Atlantic Philanthropies
The Eli and Edythe Broad Foundation

Bill & Melinda Gates Foundation
Michael & Susan Dell Foundation
Rainwater Charitable Foundation
Robertson Foundation

Arnold Family Foundation
Reed Hastings and Patty Quillin
Jack Kent Cooke Foundation
Marcus Foundation
Miles Family Foundation
New Profit Inc.

Thomas and Susan Dunn
Ewing Marion Kauffman Foundation

Abrams Foundation
All Stars Helping Kids
The Annie E. Casey Foundation
CityBridge Foundation
Credit Suisse
John and Laura Fisher
Robert and Elizabeth Fisher
William and Sakurako Fisher
Goldman Sachs Foundation
Goldsbury Foundation
Kinder Foundation
Koret Foundation
Leon Lowenstein Foundation
The Louis Calder Foundation
Hee-Jung and John Moon
Stephen Jr. and Susan Mandel
National Geographic Education Foundation
Prudential Foundation
Arthur Rock
SAP America, Inc.
Paul Singer
State Farm Companies Foundation
The William and Flora Hewlett Foundation


Teach for America (TFA) — another favorite non-profit educational organization among philanthro-capitalists (Mosle, 2009) — continues to ramp up its advertising to include national buys on television, as many of the same corporate benefactors from KIPP’s impressive list of givers pour in more edu-preneurial investments through non-profit and tax-sheltered foundations and social entrepreneurial investment funds such as the New Schools Venture Fund.

With the average KIPP teacher leaving after three years service (Browne 2009, 174), and with new KIPP locations planned, the $18-20 million annually that TFA now spends on recruiting will likely fall short of the amount needed to sustain the teacher induction effort.

Charter Schools, Character Education & the Eugenics Internationale

Watch Unto Prayer
July 4, 2001

During revision of a 1999 Charter Schools report, education researcher, Dana Hoard found that the strategies for Charter Schools, Character Education and Charitable Choice/Faith-Based Welfare Reform originated in the same private foundations. Also presenting itself was the fact that these foundations were comprised of the same multi-national corporations which are actively involved in a worldwide program of 'eugenics', that is, the reduction of populations considered by the British, German and American Eugenics societies to be inferior races and proliferation of the presumed superior races. Current liberal / conservative labels are intended to be diversions for the masses while the corporate syndicate is busy restructuring the social order into a feudal system to be governed by Nietzsche's "new natural nobility of worth and birth". More than a century of applied principles of Social Darwinism have positioned mankind whereby a fully empowered elite will soon rule with absolute authority the servile race they fashion to labor under their monopolist capitalist state.

It is into the Anglo-American nexus of power elites that the Charter School / Character Education advocacy network may be traced. Under fascism, private enterprise and government team up to subjugate the masses. The encroaching public / private partnership in education will facilitate the corporate takeover of the culture. How so, you may ask? Charter schools are public/ private partnerships, using the public's money, but removing local control and accountability to the taxpayer. Charter schools will be set up as for-profit or not-for-profit corporations. Charter Schools are also integral to the GOALS 2000 laws based on the United Nation's Life Long Learning Model, an international plan. Charter school students will have to meet the criteria of the GOALS 2000 law. State education laws have been meticulously aligned with the federal law which says, "ALL students, ALL children". Obviously, ALL means no exceptions.


History shows a direct correlation between the early 20th century Eugenics and Character Education movements. Character Education became popular in the aftermath of Darwin's attack on the Bible, but floundered for lack of cohesion and the anticipated discovery of a "scientific" approach for producing good character in sinful men and women (without repentance and regeneration through faith in Jesus Christ). Now the same old failed experiment is being resurrected through the agency of evangelical ministers who are closely collaborating with the myriad of Rockefeller and Carnegie funded foundations and think tanks. Many Christian parents feel safe sending their children to charter schools because trusted "Christian" ministries, such as Focus on the Family, promote them as the preferred alternative to public education. Capitalizing on the abysmal failure of the public schools, the Dobson organization is promoting, not only Charter Schools, but Character Education as well. However, even as Dr. Dobson admits, Character Education is based, not upon Scripture, but upon "Natural Law" which is derived via consensus and is being advanced under the umbrella of the New Age Global Ethics movement.


The state of Washington has been targeted as a pilot state for charter school initiatives. Change agents from Focus on the Family, the National Business Roundtable and the RAND Corporation would like to have the citizens of Washington state and other states believe they are working for their good. Yet, they are provably working for the implementation of GOALS 2000. The Washington Family Council was originally established by Focus on the Family during the 1980s. Although the connection continues, the link has been blurred to promote the perception that Washington Family Council is an autonomous, grassroots organization. Washington Family Council requires substantial funding to sustain the high visibility and extensive influence it has enjoyed over the years in Washington state. How is it that such an organization has weathered the years? Support by Washington citizens, or the power bloc behind the charter school initiative, which uses the grassroots image to conceal its presence? Is this the convenient role played by Dr. James Dobson?

In other states, FOTF is actively, albeit stealthily, working through their Family Policy Councils to establish charter schools. Anyone wishing to investigate the history of school choice / charter schools in their state would probably be able to corroborate that the same national organizations, including a munificently financed pseudo-conservative / Christian network, have been at work in their locales. Some may be surprised or shocked to find that many leaders they have trusted are, in fact, committed to the same GOALS 2000 program they purport to ardently oppose.


In order for the corporations to take control of the education system, the way in which all schools are governed must be changed. Both the binding state education laws and legislative oversight of the public school system must be eliminated. In the language of the boiler plate charter school laws written for the various states (with help from RAND), charter schools are not bound by the state's so-called burdensome education laws (except for civil rights and health laws). For the corporate takeover of public schools to be complete, one more transition must occur -- removing the states' legislative authority.

In Washington state, the A+ Commission was set up in 1999 by legislative authority. This is the entity which will eventually hold the control over all Washington public schools, including charter schools. The A+ Commission, comprised of GOALS 2000 and Business Roundtable representatives, runs Washington state's Accountability System, which is steadily enlarging its list of 'powers and duties' including: changing education laws, performing strategic interventions, and even implementing entire take-overs of school districts. The work of the A+ Commission is about the implementation of GOALS 2000 (achieving the completion of the Carnegie / Business Roundtable blueprint for education) under an accountability system. In the words of John Chubb, senior fellow of the Brooking Institution: Public authority must be used to create a system that is almost beyond the reach of public authority. Mirror-images of the A+ Commission will some day create an interlocking network between the states.


The Student of the Future will be measured according to a "citizenship ethic" by the National Education Goals Panel, the oversight commission of GOALS 2000. Another project underway is called Waves of Innovation, an approach for helping communities move along a continuum of renewal toward assimilation into the global community. In Washington state, half of the Board of Directors for Waves of Innovation comes from the Business Roundtable. The International Advisory Board works collaboratively through New Horizons For Learning, a New Age education resource center based in Seattle. Dee Dickinson, the director of New Horizons, served on the White House Education Task Force during the 1980s and served as a resource person to the Governor's Council on Education Reform and Funding [GCERF] Washington's taskforce which led to the passage of the GOALS 2000 state-level legislation. The International Advisory Team of New Horizons for Learning -- which has sponsored workshops with psychic Jean Houston -- includes a consultant to the Club of Rome and panelist at the State of the World Summit, a New Age channeler/author, the director of the ASCD [curriculum arm of the NEA], and the developer of the Theory of Multiple Intelligences, the clarification of a concept for the Project on Human Potential based at Harvard University.


Christians who are desperately expecting a national revival of traditional values, have little, if any, knowledge of the coalition of secular and esoteric organizations behind the Charter School and Character Education movements. To inform them as to the special interests masterminding the Charter School / Character Education movement, an extensive and detailed database has been compiled of the network of strategists and funders of Charter Schools.

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