The
To begin to understand the New World Order (NWO) you need to forget what you have learned and told about the differences between Republicans and Democrats; left and right; Socialists and Libertarians; business and labor; liberal and conservative; black and white. The people who push (planners) the New World Order know they must use, influence, and cater to all of these groups to accomplish the goals they are seeking, which are often referred to as the five Cs of the New World Order:
(1) Consolidate
everything. (Johnson’s metro government)
(2) Commercialize everything.
(3) Classify everything.
(4) Claim everything. (Open space to stop so-called urban sprawl)
(5) Control everything.
If the NWO is fully empowered, free speech, personality, personal goals and decisions, individual responsibility, private property, private business, morality, Constitutional government, national sovereignty (think world court and United Nations approval for everything) and religious freedom can no longer be tolerated. Everyone in every country will be subject to the NWO management system.
How
education fits in
To bring about the NWO sociological, economic and religious goals one must look first at the public schools. Most students and parents think the purpose of public schools is to teach essential information (the three R’s), vocational and recreational skills, considerate and responsible behavior and an appreciation of our country’s history and Constitution.
At one time the goal of those who planned the school curriculum in the local communities seemed to follow the wishes of parents and the needs of students. Now, however, those sociologists who have the power to affect policy in the public schools do not concern themselves with what student’s need, what their parents want for them. Their primary concern is to train students to fit obediently into their world management system without hesitation or protest.
It is interesting to investigate how this takeover was accomplished. Like everything connected to the New World Order and the five Cs, CONTROL is accomplished by influencing groups (special interest), and most particularly group leaders. This is because people who are emotionally involved with groups respond to leadership. They also tend to feel class loyalty.
For example, when your elected officials CONSOLIDATE into groups and meet with elected officials from other areas, such as mayoral meetings, the oratory and comradeship frequently carry them away. Although they may not understand the full implications of the ideas the carefully selected speakers and facilitators promote, the officials are maneuvered into feeling obligated to support what the group supports. By giving their loyalty to these secondary groups, the officials frequently betray the primary loyalty they owe to you and the citizens of the states, cities and counties they are supposed to serve. CONTROL of government officials, educators, congressmen, legislators, businessmen, city councils, school boards, etc. through organizations is part of the NWO plan for substitution of its system for the U.S. Constitution.
Always remember, whoever sets your goals or presents you with what they call a vision or a mission, CONTROLS your behavior. You had better understand fully any such commitment you are asked to make
When you hear someone who uses the phrase, ‘We must . . .’ or variations of it such as, ‘We need to . . .’ ‘It is essential that we . . .’ etc, without adding, ‘if we wish to. . ,’ as Michael Savage says its time to reach for the glock that there is a pretty fair chance that person is trying to convince you to give up the idea of independent research and thinking so you will support whatever program or goals he or she might be promoting.
It is unfortunate that few of our congressmen, state, county, and city legislators have been astute enough to detect the behavior management and CONTROL that have been directed toward them. Many of them have been deceived, flattered, coerced, or bribed into surrendering their legitimate authority to New World Order decision makers.
Goals
2000
Most of the governors of the
Originally, a social study was not included, but the NCSS saw to it that social studies were annexed to the national agenda. Its leaders appointed a task force to develop CONSOLIDATED curriculum standards. These were later adopted in most states as part of the Goals 2000: Educate America Act. Eight goals were chosen and publicized. The eight educational goals of Goals 2000 were not the important part of this operation. Any goals that sounded good, along with the money promised, could have enticed governors and state legislators to pass enabling legislation in their states. The real goals of Goals 2000 are to CONSOLIDATE leadership over all the states; CLAIM jurisdiction over curriculum to CONTROL what you and other students learn; and eventually to COMMERCIALIZE and CONTROL all educational resources through the use of charter schools and culture vouchers.
In recent decades, public education has been subjected to a great deal of criticism. Because those who promote the NWO world management system have interfered with schools and curriculum, students were not learning what their parents and the students themselves knew they ought to learn. Skill in reading, natural science, English, mathematics, foreign languages were dismally lacking in many high schools, and even college graduates. All kinds of excuses have been brought forward such as:
- The problem is with your parents because they do not take an interest in your schooling . . .
- The problem is with you and other students because you do not work hard enough or take an interest in learning . . .
- The schools are not using the right system of teaching. We need to experiment with new systems . . .
- The problem is not enough money for education. If schools had more money they would produce better results . . .
- The problem is segregation. We need to bus for integration . . . An example of this would be Johnson’s line about “we in the suburbs supporting apartheid”.
- Classrooms are overcrowded. We need more teachers . . .
- Public schools should have tax-supported competition. We need charter schools and school vouchers . . .
You should understand that those who seek to CONTROL education in order to limit children’s access to knowledge are not doing it because they love or respect our kids, but because they want to CLAIM and CONTROL them. The more you know about the NWO goals and techniques, the easier it becomes to recognize efforts to CONTROL your thoughts. The more you know about history, geography, mathematics, English, science, etc. the more power you have to defend yourself against falsehood, deceit and domination.
By establishing goals, missions, and visions, the NCSS has found a way to limit knowledge in all subjects. I remind you, he who chooses your goals controls your behavior. The social studies goal statement that has been chosen by the National Council for the Social Studies and adopted in similar, and sometimes identical form by the states is:
...To help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.
Problem Solving
and Decision-Making
To most people this sounds good, but
please notice that it is all about politics and world CONSOLIDATION.
Nothing is mentioned about what is good for you, about giving you the
knowledge to make intelligent fact-base personal decisions, about helping you
to prepare for a career of your own choice. Nothing is mentioned about
what is good for your city, your county, your state, or the
Curriculum goals, guidelines, and standards for states and local communities are patterned after those of the NCSS and United Nations NOW. In all cases, the curriculum is based on the idea of rational problem solving and decision-making, and on what the NOW crowd calls interdependence. You are asked to make decisions related to pre-selected social problems based on the limited information available through classroom assignments.
In this regard, it is important to know another behavior control fact. He who states the problem for you controls your thinking. Your thoughts and efforts are directed toward problems, which have been selected for you.
Limiting Knowledge—Demanding
Opinions
Time spent learning facts and skills can be limited when it is taken up listening to and arguing about one another’s uninformed opinions. Also, a special danger is involved in this problem-solving, decision-making type of education. Fellow students, and even company employees, are encouraged to join groups and act immediately based on the opinions you express in the classroom and in the workplace —never taking into consideration that your opinions and decisions may change as you mature and have access to information from other sources.
If you express the opinion that you would like to try drugs or engage in sexual activities; if you say you might steal or become violent; teachers are instructed not to warn you against such behavior or tell you that your decision is wrong or dangerous. That, say the curriculum planners, would be judgmental.
No Right—No
Wrong—Rational Conscience
It is assumed that none of the problems or personal dilemmas presented can be prevented or solved by self-control and moral behavior. How do curriculum planners justify this omission? Your teachers are told that any statement regarding morality is considered to be an unexamined belief based on authority. The National Council for the Social Studies says decision-making should be what they call rational, and not based on authority or conscience.
Decisions Based
on Conscience Not Allowed
When you are
taught to doubt your own conscience in favor of rational decision-making, many
types of destructive, obnoxious, and immoral behavior will no longer be
objectionable to you. You learn to find reasons to justify whatever
behavior might have emotional appeal. Unbelievable as it may seem,
teachers in
Traditionally there was little
question that the schools should promote such values as the following:
- Respect Property.
- Be respectful of
adults.
- Say please and
thank you at appropriate times.
- Do not use
profane language or bad grammar.
- Be neat and
clean.
- Do not lie or
cheat.
Now, however, in some situations these are quite controversial. Many lawsuits and community controversies have focused on the meaning of ‘neat and clean,’ for example. Several recent surveys indicate that cheating in school, rather than being unacceptable, has become the norm, and most students feel no guilt about cheating. Standards of profanity are constantly changing and words that one rarely heard used in public a few years ago are now heard a great deal. While many may not like these developments, it is very necessary for teachers to recognize that they are taking place.
Creating Problems
Problem creation is another unbelievable aspect of NWO education. According to the NCSS, one of the main duties of teachers is to create emotional problems for you:
Any attempt by a teacher to create a problem without arousing students emotionally can only result in a pseudo-problem. When students are disturbed, upset, perhaps even angry, they are closer to having a problem than is ever the case when teachers make the preservation of objectivity their only concern. A teacher can sometimes create in students a feeling that their beliefs, concepts or values are inadequate in some respect. When students are puzzled over what to believe, they are more likely to have an authentic problem in their possession...
If the student
is to become engaged in problem solving he must be doubtful, uncertain or
puzzled concerning something within his experience and have the desire through
inquiry to remove the doubt. As long as he is certain of the truth or
goodness of a particular idea or action, or as long as he is unconcerned,
indifferent about the matter, he is not involved in problem solving.
Hence, the initial task confronting the teacher is that of creating the
state of uncertainty or doubt in the mind of the student . . .the
teacher must implant the element of doubt.
Strategies Used
to Create Problems
Since
the presence of the element of doubt or puzzlement is a necessary condition for
the initiation of problem-solving activity, let us consider teaching
strategies, which are likely to evoke such reactions...
...The teacher can present the
students with a problem within the context of the content.
...The teacher can encourage the students to discover a problem within the
context of the content.
...The teacher can convert the unexamined beliefs of students into problems.
...The teacher can point up conflicts within the students’ pattern of beliefs,
thus creating problems.
...The teacher can point up conflicts within the course content, thus creating
problems.
Teaching problem solving, decision-making, and interdependence may have sounded good to many teachers, school board members, local curriculum coordinators, legislators, parents, and students. However, if they had the opportunity to read the above, and what the NCSS curriculum planners mean when they promote this type of education, all of those affected might be more hesitant before giving their sanction.
If the New
World Order is to succeed in reaching its goals, Judaism and Christianity are
among the religions, which have to be eliminated, which seems to be more and
more evident just look at all the hype over Mel Gibson’s movie “The
Passion”. People who are guided by
the Bible, the Ten Commandments and what the Bible teaches about God, cannot be
depended upon to be totally dedicated to the sociological goals of a world management
system. They cannot be intimidated into exchanging morals and conscience
for sociological goals. This is why the system does not tolerate
competition. Its own positive religion or religion of Humanity must
prevail.
The End of Freedom
The NWO management system’s moral education has nothing to
do with freedom or the principles and ideals on which our nation was founded.
The late B. F. Skinner, a
The hypothesis that man is NOT FREE is essential to the application of scientific method to the study of human behavior.
If you do not want to be a sociologically controlled and semi-ignorant member of the United Nations New World Order, you need to recognize the importance of knowledge and reject attempts at emotional manipulation and knowledge limitation. The problem-solving and decision-making system of education uses you, plays on your emotions, and tries to alienate you from those who should be closest to you. It creates animosity between you and your classmates and co-workers; wastes valuable learning time by forcing you to form opinions and listen to the uninformed opinions of others; and discourages intelligent and moral behavior. It turns you against your own country and it’s Constitution in favor of the United Nations' New World Order management system.
Few parents have any idea what goes on in school. It
is their responsibility to find out, and your responsibility to help them.
You are not a lab rat created to serve the ambition of
social scientists and world managers. Do not allow your children’s
education to be limited and corrupted as if all you needed was to be trained in
obedience to the system of the New World Order.
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