of our Republic is the invisible government which like a giant octopus sprawls its slimy legs over our cities, states and nation. At the head is a small group of banking houses... This little coterie...run our government for their own selfish ends. It operates under cover of a self-created screen...seizes...our executive officers...legislative bodies...schools...
courts...newspapers and every agency created for the public protection.”
N.Y. Mayor, John Hylan
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INDIVIDUALISM VERSUS COLLECTIVISM IN THE SCHOOL SYSTEM
Taking a Look at Individualism Versus Collectivism in America's Schools by Listening in on the Collectivists Talking of Their Methods.
There's a war of individualism versus collectivism raging inside the schools in America.
Unfortunately, those favoring collectivism and the destruction of U.S. sovereignty are winning.
They've introduced things such as Outcome Based Education and are teaching our children to think as part of a mob rather than as individuals.
Foundations that Americans have been brainwashed into believing in are at fault here. Rockefeller, Carnegie, etc.
Additionally, the Council on Foreign Relations (CFR) conspiracy needs to be exposed.
The CFR is dedicated to infiltrating our schools, government, and media in order to make sure the Constitution is attacked from all angles.
- "The Council on Foreign Relations (CFR) is the American Branch of a society which originated in England... (and) ...believes national boundaries should be obliterated and One-World rule established."
- Carroll Quigley, member of Council on Foreign Relations (CFR), mentor to Bill Clinton
"Once the ruling members of the CFR shadow government have decided that the U.S. Government should adopt a particular policy, the very substantial research facilities of (the) CFR are put to work to develop arguments, intellectual and emotional, to support the new policy, and to confound and discredit, intellectually and politically, any opposition."
- Admiral Chester Ward, former CFR member and Judge Advocate General of the U.S. Navy
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INDIVIDUALISM VERSUS COLLECTIVISM
Consider the following from an article called "Global Framework for Local Education" from Holistic Education Review (Spring 1991), by Joel Beversluis. This passage is excerpted from "The Myth of a Competitive World-Class Education", which appeared in Free World Research Report in May 1993 and was written by Marla Quenzer and Sarah Leslie:
- "He states 'that educational objectives [should] transcend the
accumulation of facts, the learning of skills, and even the preparation for work and life in the
world as it is. Rather, at its best, education will assist, like a midwife, in the transformation
of the mindsets-the consciousness-of students....
Beversluis asks, 'Is it not time for the community of educators and educational publishers to recognize that the respectful study of diverse cosmologies, value systems, and religions has a legitimate and even necessary place in the curriculum?' He then proceeds to list these new "global" values....
Just what values are being talked about? This turns out to be the pivotal question. Beversluis spells it out for us. He lists as negative values: 'individualism, nationalism, free enterprise, unlimited growth and progress, and competitive achievement'. The values he lists as positive are 'interdependence, diversity, cooperation, equilibrium, and limits'.
The values that he lists as negative are foundational to western civilization and are based upon a rich Judeo-Christian heritage. The values he lists as positive can be found in Iowa's proposal for "World-Class Education under 'Examples of Core Concepts' " and are an integral part of Iowa's Global Education goals. Not surprisingly, these same values crop up in all the new state "outcomes" lists as well."
INDIVIDUALISM VERSUS COLLECTIVISM: WORKING THE MAGIC
Next comes an amazing article called "Paradigm Change: More Magic than Logic" by John C. Hillary. It appeared in Outcomes (1990-91 Winter edition) and illustrates the remarkable way administrators and teachers are manipulated in U.S. schools.
- "The deeper changes that frustrate leaders and threaten followers are planned second-order
changes.... These changes intentionally challenge widely shared assumptions, disintegrate the
context of "organization" and, in general, reframe the social system. This, in turn, generates
widespread ambiguity, discontinuity, anxiety, frustration, confusion, paranoia, cynicism and
anger as well as temporary dysfunction. Such trauma often builds to the point that leaders
abandon their efforts.
The most disruptive changes-second order changes-on the other hand, call into question the entire context of organization. Such multidimensional changes not only challenge the content of each domain but also disrupt the alignment among them. Paradigm change is therefore not only traumatic in and of itself, but also challenges other attributes and disintegrates the relationship among all domains. The eventual outcome of such change is "transformed" or "renewed" organization.
The new vision for schooling suggested by contemporary educators represents a significant "second order" challenge to school organization.
The leader of planned second order change will be regarded as out of context by the organization. If he thinks and behaves in accord with a vision that requires second order changes, he has no choice but to violate or challenge the established culture, mission/purpose, and paradigm of the organization. "
INDIVIDUALISM VERSUS COLLECTIVISM: WORKING AGAINST INDIVIDUALISTS
- "From the existing frame of reference, such behavior will be
seen as illogical. Powerful and pervasive psycho-social forces will bear down on the renegade
in a relentless organizational effort to bring him back into alignment. Unless the leader succeeds
in progressively bending the pervasive frame, persistence is increasingly risky.
During second order change, the organization must face and hopefully pass through
a period of widespread psychological ambiguity, social disconnectedness and general confusion....
The requisite disintegration of the existing culture, mission/purpose, and paradigm disrupts the organization's frame of reference. During this time, there is little or no clear and consistent context to guide the thinking and behavior of members. In social systems, this condition produces dysfunction, anxiety, frustration, disequilibrium, and systemic chaos.
The instigator of second order change must consistently behave in ways that will not make sense when framed by the existing context. With time and leadership, the organization environment must move from initially and naturally selecting against the innovation to selecting for the innovation. The extinction of the old way of doing business is the desired outcome.
Hence and with time, the risk should gradually shift away from the innovator and toward those who persist in holding on to 'the way it's always been'. "
The above excerpts regarding collectivism and our school system were sourced from The Deliberate Dumbing Down of America, by Charlotte Thomson Iserbyt, (pp. 276-277) (required reading).
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