This week’s podcast is with Robin S. Eubanks. I was a little out of my depth talking to Robin, so unfamiliar was some of the evidence she was presenting, and even though it dovetailed significantly with my own “Occult Yorkshire” research (partly because it did). This sort of far-reaching social engineering is difficult to think about, much less sum up, probably because we are indoctrinated with the very values, and via the same methods, being discussed, & so cannot see easily them ~ like fish bred in cyanide-based water.
According to Eubanks, the education/indoctrination plan she is mapping (which dates at least back to the 1930s and intersects with the Fabian Society, London School of Economics, & Tavistock Institute in the UK, and is currently sweeping the US via
Common Core State Standards Initiative and K-12 schooling) has to do with removing “the transmission of knowledge” from the education process entirely & instead “incepting” emotional imagery into the unconscious. “Guiding fictions” are created that program human children, like computers, to become “competent” (compliant) workers who are less and less capable of thinking rationally but instead react emotionally, making them that much more easily manipulated (or even without any need to be) to carry the narrative through to the desired endpoint. If the social engineers want to get to “Z,” they only need to incept A,B, & C in children’s psyches, and they will grow up to complete that narrative with and through their (hijacked) lives.
AFAIK, this is especially the case in Scandinavia:
In Finland teachers are the most trusted and admired professionals next to doctors, in part because they are required to have a master’s degree in education with specialisation in research and classroom practice. “Our mission as adults is to protect our children from politicians,” one Finnish childhood education professor told me.
I have a feeling Eubanks would laugh out loud at this; her view is that the “specialization” training (along with the “personalization” of education) is 100% politically motivated. Not that teachers are knowingly complicit with the agenda, but that, a) they are materially invested in following, & not questioning, the program; b) they are also being sold on, & have themselves been “educated” into buying into, the phony rationale for it, and probably know little of the socio-psychological tenets being applied.
Eubanks says the whole personalized learning angle is not to mold the education to the child but the reverse, to get a map of the inner space of the child in order to then be able to turn it into real estate, so to speak (my metaphor, not hers). One of her key points is that it is not about the content of the education (math, English, etc) but the environment created in which the learning happens. I would say it is an excessively liminal one (lacking structure) in which, for example, students are given questions that have no right answers in order to find out more about their personality quirks, and from there, how to recalibrate them and make their views compatible with the collective. Much of the lingo is along the lines of collectivism, co-operation, and so forth; individual points of view are encouraged to be expressed, but only in order to be subtly corrected. The right answers are those that are consensual, i.e., ideologically correct. This prevents intellectual development and hence autonomy, making state-dependent workers, infant adults. Yet it is also cleverly dressed up in neoliberal jargon, a.k.a, newspeak, to sound benign and progressive.
The article about Finish schools quoted above paints such a rosy picture, and besides the use of “personalized” it’s hard to see what could be so wrong with the methodology being described. This is why looking more closely at the long-term aims and methods is potentially so revealing and disturbing. Eubanks is a lawyer and she avoids speculation, only presents evidence permissible in her virtual court of law (her blog). Much of this evidence comes from the openly declared aims of the education managers (change agents), but which parents are never told about except in Orwellian terms of obfuscation.
I think some of this is observable at a ground level, in the way in which ideology more and more supplants rational thought, and how opinions are coming to be considered synonymous with facts (& feelings with opinions). Who can discuss facts about immigration or transgenderism with the dominant neoliberal mindset, or for that matter, with the Christian fundie/neofascist opposition (though ironically, they seem closer to a factual grasp of the situation), when feelings trump facts? This is being implemented in schools & colleges in the way all opinions have to be equally respected, no matter how wrong-headed. Facebook only has a “like” button, “dislikes” are potentially harmful to our self-image/lifestyle choice, etc. Constructed (cybernetic) identity reigns supreme.
Another thing that seems part of this progressive method is to erase boundaries between teacher and student, i.e., adult & child, the dangers of which (beside a general Lord of the Flies atmosphere), I will leave to the reader’s imagination, except to refer them back to this post, and say cui bono?
Excellent synopsis Jasun. Thanks so much for looking into this!! Re ; incept , I immediately flashed to the movie Inception. It is a truly accurate word , incept /inception, to illustrate what is taking place and only planned to become more finely tuned regarding what is considered education for our kids.
Don’t forget how much influence private billionaires in the US have gained to push long-term agendas through apparently benign means. “The tests, as U.S. Secretary of Education and former New York’s Education Commissioner John King concedes are basically designed so that 70% of students will fail, with much higher percentages among students with disabilities, English Language learners, and children who live in poverty…NPE is also concerned that “data derived from high-stakes testing is intended to undermine our public schools by creating a false narrative of failure. Once public schools are closed, they are replaced by privately managed charter schools, with insufficient public oversight.”” http://www.huffingtonpost.com/alan-singer/thousands-refuse-common-c_b_9631956.html
If Common Core ‘just’ manages to permanently handicap minorities, it will be in line with a broad effort to reassert white economic supremacy in the US, with all the political effects that entails.
This also fits very nicely with the global elite’s plan to privatize everything simply to funnel formerly public monies into private hands. It is astonishing at the progress they are making in the US in spite of disasters like Flint. Of course, more may be going on when the CEO of ExxonMobil feels the need to weigh in on the matter.
Two years ago I researched COMMON CORE; here some important points:
Charlotte Thomson Iserbyt is known for writing the book The Deliberate Dumbing Down of America. The book reveals that changes gradually brought into the American public education system work to eliminate the influences of a child’s parents (religion, morals, national patriotism), and mold the child into a member of the proletariat in preparation for a socialist-collectivist world of the future. She says that these changes originated from plans formulated primarily by the Andrew Carnegie Foundation for the Advancement of Education and Rockefeller General Education Board, and details the psychological methods used to implement and effect the changes.
The Deliberate Dumbing Down of America w/ Charlotte Iserbyt
Charlotte, would you like to start off just letting the audience know why you do what you do?
There are a lot of people who are asking me that including members of my own family. … You know, once you find it out, Richard, that their motives are really evil – they show you in their own research. When you find these things out there is nothing you can do except to keep moving, because we are human beings and we have a soul, and we have a character, and we have a mind, and we are made to do something with our lives. We are not made to be controlled.
It is going in right now. The final nail is in the coffin. It is going in under COMMON CORE.
Charlotte Iserbyt: Professor Benjamin Bloom is probably the most important behaviour psychologist ever to live. … He really implemented the system of education in the United States. … Just to give you an idea how blatant they were. Benjamin Bloom said the purpose of education is to change the thoughts, actions, and feelings of students. … Then he goes on and says he can take a student from here to there, from a belief in God or his country or whatever to being an atheist and not believing in his country in one hour. Oh yes, he does. I have seen him with students. I’ve seen it with young people. And they don’t even know. Teachers even don’t know.
They bring about the value change through the emotions.
Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999)
Bloom’s taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and mastery. They were named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. He also edited the first volume of the standard text, Taxonomy of Educational Objectives: The Classification of Educational Goals.
Gnostic Media – Clint Richardson pt. 8 – “Common CORE “Education” – Enslaving your Child” 173
The idea is to get children into computers and social medias at the earliest age possible, so that they turn autistic and actually DESIRE to be turned into machines!
You have to understand that this is the worst possible outcome I can possibly think of in any Orwellian or dystopian novel.
Again an international corporation is getting into contracts and focuses on education in order to improve the economy, which really means to improve employability of the people. And you are doing that at pre-kindergarten by given the kid a computer. … This is done to master the psyche.
This is the pinnacle. What we are talking right now with this CORE corporation, a corporation in India , I want to stress that, what we are seeing is the pinnacle of Huxley’s dream, of these Think Tank’s dream. Replacing the liberal arts with work force education, employment education.
CORE Education & Technologies Limited is India’s largest global education company, with presence across US, 40 counties in UK, Pan India, Singapore, 9 countries in MEA, Hong Kong and 2 countries in Caribbean. We enable the creation of a better future across the globe by providing transformational and innovative solutions for the entire education continuum of Pre-school, K-12(Kindergarten through 12 th Grade), Vocational Education, and Higher Education, to governments, schools and educational institutions.
Almost 40% of the number of shares are owned by two corporations. 11% by 49 institutional investors and 6% by 3 governments!
They try to turn EDUCATION into a global business.
50 – 100 % growth rates within a fiscal year.
That means that anyone from Monsanto to J.P. Morgan Chase can be in charge of the education system. CORE is equally bad as all these companies I just mentioned. You have Dell, Microsoft, Intel, Texas Instrument. It is spreading like mad.
You must realize that this is – literally into three generations I would predict there is not anymore any doing of what we are doing right now. There is not to be any self thought. There is to be an autistic army of workers that are being trained through computerized technology and getting implants and getting into transhumanism. All of that. You have a dumbed down society already. If government could just get together with stock-owned companies called pharmaceuticals who make these vaccines and perfect the way in which autism is deliberately delivered to children, then you have the perfect slave society that was foretold in Huxley’s work and elsewhere.
He was actually guiding and planning, not just foretold.
And my message to people: this is it. This is your children we are talking about. … Now you know this exists. We’re talking about the end of humanity as we know it. We’re talking about the creation of – literally through your children – of a slave society. And the most important aspect of this is to grab them while they’re in pre-K(indergarten), put them on a computer and train them to “love their servitude”, to quote from Huxley.
What can people do?
I am going to be quite bold right now. I am going to say something that a lot of people are not going to like. … The point is: the concept of peaceful resistance does not exist in nature. … Peaceful resistance does NOT exist in nature. This is so important. If you want to do anything you have to take physical action. WE ARE AT WAR RIGHT NOW.
You have to withdraw from this thing. You have to take your children physically out of this system. This monster will turn your child’s brain to mush if it has not already done so through injection.
We are the last stronghold here.
Because technology is vastly approaching what is called the singularity. We are reaching the point of no return.
Abe: The dumbing down of American school children has been sourced out to the Mumbai, India-based company CORE. Gujarat is basically the testing ground for an educational model to be implemented globally and aims at creating maximally dumbed down and obedient worker slaves! This is a global war on consciousness!
Email from my Indian wife in Gujarat, India (Feb 2014):
well, thanks for all the uplifting emails this morning…i can tell you that all you have quoted is true
as usual, you read it at a distance, i experience it at the front-lines
education is the biggest business here – Directors of the big companies are quitting their really well paid jobs here to create education institutes to make HUGE amounts of money. we met somone who was head of Dell here and she quit to set up schools…they came and visited and she drove a REALLY nice BMW!!!! :))))
— RESEARCH THE DODD REPORT AS WELL —
Norman Dodd (June 29, 1899 – January 1987) born in New Jersey, was a banker/bank manager, worked as a financial advisor and served as chief investigator in 1953 for U.S. Congressman B. Carroll Reece Special Committee on Tax Exempt Foundations.
He was primarily known for his controversial investigation into tax-exempt foundations. His claims about his investigative work have become the cornerstone of theories implicating the Carnegie Endowment for International Peace, Ford Foundation, and the Rockefeller Foundation, among others. It was stated by him that these or other foundations were involved in the intentional instigation of the United States into World War I and attempting to mold world history through the explicit control of education in the United States.
Together with John Howland Snow, Representative Paul Shafer authored “The Turning of the Tides,” an expose on the education system of the United States, which was delivered in the House of Representatives on March 21, 1952. In it, the authors took the position that the education system was an alien collectivist (socialist) philosophy, much of which came from Europe, crashed onto the shores of our nation, bringing with it radical changes in economics, politics, and education, funded—surprisingly enough—by several wealthy American families and their tax-exempt foundations. (See also “The Deliberate Dumbing Down of America,” by Charlotte Thomson Iserbyt).
DODD: We are now at the year 1908, [Abe: actually 1910] which was the year that the Carnegie Foundation began operations. In that year, the trustees, meeting for the first time, raised a specific question, which they discussed throughout the balance of the year in a very learned fashion. The question is: “Is there any means known more effective than war, assuming you wish to alter the life of an entire people?” And they conclude that no more effective means than war to that end is known to humanity.
So then, in 1909, they raised the second question and discussed it, namely: “How do we involve the United States in a war?”
Well, I doubt at that time if there was any subject more removed from the thinking of most of the people of this country than its involvement in a war. There were intermittent shows in the Balkans, but I doubt very much if many people even knew where the Balkans were. Then, finally, they answered that question as follows: “We must control the State Department.” That very naturally raises the question of how do we do that? And they answer it by saying: “We must take over and control the diplomatic machinery of this country.” And, finally, they resolve to aim at that as an objective.
Then time passes, and we are eventually in a war, which would be World War I. At that time they record on their minutes a shocking report in which they dispatched to President Wilson a telegram, cautioning him to see that the war does not end too quickly.
Finally, of course, the war is over. At that time their interest shifts over to preventing what they call a reversion of life in the United States to what it was prior to 1914 when World War I broke out. At that point they came to the conclusion that, to prevent a reversion, “we must control education in the United States.” They realize that that’s a pretty big task. It is too big for them alone, so they approach the Rockefeller Foundation with the suggestion that that portion of education which could be considered domestic be handled by the Rockefeller Foundation and that portion which is international should be handled by the Endowment. They then decide that the key to success of these two operations lay in the alteration of the teaching of American history.
So they approach four of the then-most prominent teachers of American history in the country – people like Charles and Mary Byrd – and their suggestion to them is: will they alter the manner in which they present their subject? And they got turned down flat. So they then decide that it is necessary for them to do as they say, “build our own stable of historians.”
Then they approach the Guggenheim Foundation, which specializes in fellowships, and say: “When we find young men in the process of studying for doctorates in the field of American history and we feel that they are the right caliber, will you grant them fellowships on our say-so?” And the answer is yes. So, under that condition, eventually they assembled twenty, and they take this twenty potential teachers of American history to London, and there they’re briefed on what is expected of them when, as, and if they secure appointments in keeping with the doctorates they will have earned. That group of twenty historians ultimately becomes the nucleus of the American Historical Association.
Toward the end of the 1920’s, the Endowment grants to the American Historical Association $400,000 for a study of our history in a manner which points to what can this country look forward to in the future. That culminates in a seven-volume study, the last volume of which is, of course, in essence a summary of the contents of the other six. The essence of the last volume is: The future of this country belongs to collectivism administered with characteristic American efficiency.
For the past 50 years, Perspectives on History has been the principal source for news and information about the historical discipline. Published monthly during the academic year, Perspectives on History offers articles and commentary on teaching, computers and software, history in the media, museum exhibitions, and archives and research. Also includes the most comprehensive current listings of employment openings and historical activities, both within and outside academia.
Geez your being a bit harsh on the austistic people arent you ? They are the rebel freedom fighters after all
Economic freedom, sound money and a fair tax will be the ONLY way for everyone from the elites to the foundation of the socioeconomic ladder to develop sound mind self worth and maturity and in turn loving, empathic and forgiving relationships,, the true formula for creating the closest thing to a Utopian global society,