~~By James J. Fire
In this second part of this article we will now turn our attention to another Global ‘Educrat’, one Benjamin Bloom who has made some comparable contributions towards the ideals of Humanist philosophies and global unity, while at the same time teaching students to be critical in their thinking – towards the ideas of family, parents, traditional Judeo-Christian ethics, pastors and churches, a biblical worldview, etc.
A primary vehicle that Mr. Bloom utilized was something that we have heard of before, and was exposed in the ‘80’s by various (Christian) authors such as Berit Kjos from Crossroads ministries (we will hear from her shortly), called O.B.E. or Outcome Based Education.
Brannon Howse comments:
“Although it received exposure in its public life, the term Outcome-Based Education has long since been abandoned because parents figured out what it was all about, and it wasn’t good. Parents realized it meant they would no longer have much to say about the ‘base’ for their children’s education, and the outcome they saw didn’t make them very happy. So naturally, the purveyors of OBE abandoned the offending concepts.”
But not the principles behind them: all that happened was that a new glossary of terms had been implemented:
~But not the principles behind them: all that happened was that a new glossary of terms had been implemented:
“Hiding OBE has become a full time job for many educators. To keep parents and the public confused, OBE proponents have had to, and will cloak their educational approach in different terms:
“Mastery Learning, Results Oriented, Total Quality Management, Quality Schools, Essential Schools, Transformational Education, Reformed Education, Restructured Education, Competency Based Education, Break the Mold 21st Century Schools, Exit Based Teaching, High Standards, Performance Based Learning, High Level Learning, Mastery Teaching, Formative Teaching, Corrective Teaching, Extensions Learning, Summative Evaluations, Credentialing Curriculum, Advancement Teaching, Results-Based Curriculum”, among some others are alternate phrases used. Yet the most common term used today is Mastery Learning, the plans of Benjamin Bloom.
The Educrats however would stay ahead of the game, disguising the terms in order to obfuscate the curriculum’s content. William Spady and Dr. William Coulson (long time colleague of Dr. Carl Rogers) made statements like:
“I argued that we had about five years before they (the critics) destroyed the term “outcome” but at least we could get a start.”
Coulson (quoting Rogers): “‘Change the name of [the reform policy] as fast as necessary to stay ahead of the critics’.”
It’s rather obvious then, that these educators, teachers, and curriculum managers are intentionally hiding their agenda and the content of their teaching from the parents of these students that are being indoctrinated with Humanist philosophies and goals. For this reason, and for the poor quality education (also intentional: The Deliberate Dumbing Down of America) found in the public schools, many parents have pulled their children out and placed them in private schools, Christian schools and home schooling. Yet even here there is some infiltration to one degree or another of the prevailing worldviews of the Humanists, and besides which, the vast majority population of students still attend public schools, to their detriment.
Brannon Howse cuts to the chase:
“Regardless of what it is called, Bloom’s approach is based on the socialist premise that no one can be better than anyone else. Instead of redistributing wealth and destroying capitalism, though, they are redistributing grades and destroying the acquisition of knowledge.
“Socialism will never succeed because it is based on a false concept of equality (Our own Constitution states that all [men] are "created equal", however this means only that we are CREATED equal, with the same potential, but that potential is only realized for those who choose, through their own efforts, to excel and rise from mediocrity). Equality of outcomes among vastly different individuals cannot happen. Whenever government tries to equalize salaries, the standard of living, or education, productivity takes a nosedive. The fantasy world mentality of socialism sets a dangerous precedent for a public school student. Why? Because OBE never permits a child to fail.”
This means standards must be lowered to ensure that no one can fail, even if they were to try (theoretically); as Brannon illustrates, its like lowering a basketball hoop low enough so that every one can slam dunk the ball (even the shortest kid in the class)! Without the possibility of failure, there is no challenge; there is no determination to beat the odds, or the opportunity to double one’s efforts should one fail the first time around.
In his book Schools Without Failure, William Glasser (OBE promoter) said the following: “We have let the students know there are no right answers, and we have to let them see that there are many alternatives to certainty and right answers.”
Here we see the same sort of ambiguity and amorphous ‘cloud of unknowing’ that we have seen in the Emergent Church movement where Truth and certainty are disdained, even seen as haughty, arrogant, judgmental and unloving; as well as this, the same mentality of ‘not knowing anything for certain’ in Emergent philosophy of false humility and various mystical meditation practices today (contemplative prayer, Zen, yoga, T.M., etc) but always searching and always learning but never able to come to the knowledge of the truth:
2 Tim 3:5-8b
Having a form of godliness, but denying the power thereof: from such turn away.
Ever learning, and never able to come to the knowledge of the truth.
. . . so do these also resist the truth: men of corrupt minds, reprobate concerning the faith.
In Bloom’s book Taxonomy of Educational Objectives, he calls for the “thorough going-through and reorganization of attitudes and values, which in his view meant that a person achieves the highest form of intelligence once they no longer believe in right or wrong. According to Bloom the purpose of education and the schools is “to change the thoughts, feelings, and actions of students.
In Berit Kjos ground breaking book, Brave New Schools, she traces the path of OBE (and Values Clarification) as well as Bloom’s ideas in education as mentioned in his work Taxonomy of Educational Objectives:
“Dr. Benjamin Bloom, called "the father of Outcome-Based Education." In his book, All Our Children Learning, he admits that....
‘. . . the purpose of education and the schools is to change the thoughts, feelings and actions of students.’
“One of the quickest ways to change people's "thoughts, feelings and actions" is to hide or distort the basic facts and assumptions that have molded their culture. This tactic was effectively used to revolutionize the youth in Nazi Germany and Soviet Russia. Facts were censored. Only politically correct information was allowed. Literacy and general knowledge became less important than group conformity and obedience to the new leaders and their instructions (See Nazi/OBE comparison in Part 2 of Kjos’ article – link located below).
“This same strategy has been established in our schools through Professor Bloom's Taxonomy. At first glance, his hierarchy of ‘thinking skills’ makes sense: a sound body of factual knowledge should be the foundation of all thinking processes. In reality, this model instituted a different message. It reduced factual knowledge and comprehension to the rank of lower order thinking skills, suggesting that traditional knowledge had become relatively insignificant--and could even be a hindrance. In contrast, the more subjective processes--application, analysis, synthesis, and evaluation--were elevated to higher order thinking skills.
"How in the world," you might ask, "can students apply, analyze, synthesize and evaluate without facts? How can they reach a rational conclusion without comprehension?"
“They can't. In the absence of foundational facts, those higher order thinking skills can only lead to subjective, uncertain answers. Without a broad knowledge base, children are rudderless and headed for disaster. Deprived of the factual comprehension needed for moral, spiritual and intellectual discernment, they cannot recognize deception. At the mercy of social revolutionaries, they are ready to embrace the New Age/Neo-pagan view of "reality" - which has no basis in real reality.
“In other words, they can easily be manipulated. Well aware that knowledge is the foundation of thinking, Dr. Bloom had discovered a process that could control the outcome or end-product of thinking which was often an opinion or a value judgment. By censoring a student’s knowledge base, the teacher could direct the student's thinking.
“Bloom's process works. Through biased information, carefully designed hypothetical stories, and pointed Socratic questioning (questions that direct towards a desired end and provoke the listener to seek out information and answers for themselves), students are persuaded that their home-taught beliefs and values are incompatible with the needs for the 21st century. This is exactly what Benjamin Bloom and his followers intended. In his Taxonomy of Educational Objectives II, Bloom wrote,
"...a large part of what we call "good teaching" is the teacher's ability to attain affective objectives through challenging the students' fixed beliefs and getting them to discuss issues."
Woe unto them that call evil good, and good evil; that put darkness for light, and light for darkness; that put bitter for sweet, and sweet for bitter!
Woe unto them that are wise in their own eyes, and prudent in their own sight!
Read that as ‘dismantling any belief in biblical truth or politically incorrect thinking and persuade them to entertain different ‘truths’. We can understand why it’s imperative for parents, pastors, bible teachers, and all others who hold to the biblical worldview to teach and solidify such a view in the next generations, or else our society will lose any vestige of the Judeo-Christian ethic, and our own churches become graveyards, and truth will indeed be “fallen in the street”: forsaken and forgotten!
In transgressing and lying against the LORD, and departing away from our God, speaking oppression and revolt, conceiving and uttering from the heart words of falsehood.
And judgment is turned away backward, and justice standeth afar off: for truth is fallen in the street, and equity cannot enter.
The above quotes were taken from Kjos’s web site www.Crossroads.to in the following article of hers:
Brave New Schools; Chapter 3 – A New Way of Thinking
Back to Brannon Howse:
“In another of his books, All Our Children Learning, Bloom discloses what he believes is the ultimate goal of education: “The curriculum may be thought of as a plan for changing student’s behavior and as the actual set of learning experiences in which students, teachers and materials interact to produce the change in the students.
Or, in other words, Bloom was espousing corrective thought control – the sort of control that would have the students question everything and everyone – except for their teachers and their Humanist worldview! The removal of moral absolutes, and the implementing of feelings, not facts, intuitive rather than cognitive, and encouraging loyalty towards teachers and peers rather than family and churches – this is the goal of Outcome-Based Education.
As Aldous Huxley had stated (another TTUF profile up and coming!): “A really efficient totalitarian state would be one in which the all-powerful executive political bosses and their army of mangers control a population of slaves.”
To gain some insight into Huxley’s worldview a concise series of quotes from his famous story, Brave New World might prove useful:
Brave New World Quotes.
As well as this, some direct quotes from Huxley himself:
“The Non-Conformist’s Bible” (note: the originator of this blog has made the statement that the men mentioned in quotations of their own have “profoundly shaped and altered the course of [his] own thinking”, thus the reason for their blog):
The Non-Conformist’s Bible
With such affective, feeling-oriented education as given under the OBE influences, such a population is obtainable by these Educrats and Humanists. According to Howse, an education such as Benjamin Bloom’s Mastery Learning gives us a generation of such slaves as desired by the Educrats. O.B.E. has not only produced such a nation, but one that’s enslaved to a humanistic worldview. “It is a generation that does not believe in absolute truth but does believe that to be truly considered an intellectual you must be liberal and must hold tolerance as the highest ‘virtue’ (emphasis mine).”
Yet the Bible clearly declares the truth, and underscores repeatedly that there is a right way, and wrong ways aplenty:
PROVERBS Chapter 8 - The Way of Wisdom
Given that ‘tolerance’ is trumpeted high and low throughout the land, I would submit to the reader that these Educrats have attained their objective at instilling this singular moral value into the minds of the American people, particularly its students.
The ultimate goal for Benjamin Bloom and his fellow Educrats, says Howse, is to re-shape and cast the next generations into the same mold from which they came: to become Humanists and elitists; this can only be achieved by “tearing down the traditional authority figures and replacing them with a new one: the State group consensus.” By getting the students to feel as though they’ve been selected and inducted as part of a special group (outside of the ability of others to attain, especially parents) who’ve been exposed to superior thought that only they can comprehend, they have the conviction which allows them to believe themselves capable of deciding for themselves what is right and wrong, without outside influences, “based on their own thoughts and feelings”; thus feelings of being of the ‘elite’ are justified in their minds (This is what Bloom refers to as “higher order thinking skills”).
Government is spending billions of authorized dollars in developing programs for mandatory volunteerism (does any one see an oxy-moron here besides me?), in which the students are brain-washed in emotional, liberal situations in absence of critical, logical criteria, and fixes the student’s perceptions within the scope and guidance of government.
Bloom’s thinking certainly coincides with previous Globalists and Humanists, but also with that of Theosophical Society Matriarch, Alice Bailey, who through her spirit guide, the Tibetan stated that “the three main channels through which the preparation for the new age is going on might be regarded as the Church, the Masonic Fraternity and the educational field. All of them are as yet in relatively static condition, and all are as yet falling to meet the need and to respond to the inner pressure, but in all of these three movements, disciples of the Great Ones are to be found and they are steadily gathering momentum and will before long enter upon their designated task.”*
* The Externalization of the Hierarchy by Alice A. Bailey (New York, Lucis Trust [formerly known as Lucifer Publishing Company], 1957) Pg. 511
Like Bloom, Dr. Raymond English espouses the Humanist agenda in re-shaping the minds of students and youth, and describes such critical thinking instilled into the minds of these, that has proven useful in shaping their world view:
“Critical thinking means not only learning how to think for oneself, but it also means learning how to subvert the traditional values in your society. You’re not thinking critical if you’re accepting the values that mommy and daddy taught you. That’s not critical.” This directive is found in the stated goals of almost every public school: read the following criteria that each system aspires to instill in the youth that attends classes there:
“Involved citizen, quality product, self-directed learner, productive group participant, understand diversity, understand positive health habits, deliberate public issues and interpret human experience.”
Howse comments: “Do you think students would be considered ‘self-directed learners’ if they listened to their parents, pastor, youth pastor or grandparents? ‘Understand diversity’ means accepting and valuing every lifestyle anyone chooses to practice. ‘Understand positive health habits’ is nothing more than passing a ‘safe sex’ class.”
[On a side note, in Dr. Leonard Horowitz book, Emerging Viruses, he documents the origins of the AIDS virus, how it was transmitted, and the legal ramifications involved as well as the political forces that drive the promotion of ‘safe sex’ when in fact, it’s not safe at all.
On medicinal issues as they relate to AIDS, by Dr. Horowitz on youtube:
In Lies We Trust – part 2 of 16
From a web site that addresses this:
“The inherent, naturally occurring flaws in natural rubber (latex) are up to 5 microns (0.0002) inches in size. The average sperm cell is about 50 microns in diameter, and the average AIDS virus is about 0.1 micron in size. This means that, in terms of size, an AIDS virus can pass through a latex flaw as easily as a house cat can walk through an open double garage door. Pro-abortionists and others loudly deny this fact, but offer no evidence whatsoever to back up their claims.
However, before concluding that latex condoms do not protect against the AIDS virus, two factors that must be taken into account:
1. The effects of surface tension are extremely powerful at the molecular level. It is very doubtful that an AIDS virus in a water-based suspension of any type would be able to pass through a hole even 100 times its own diameter in the absence of motion, friction, pressure and corrosion stresses.
2. Latex condoms are "double-dipped," meaning that all or most of the voids left from the first layer will be filled by the second. Repeated SEM (scanning electron microscope) photos of stretched condoms show no apparent voids, even at a magnification of 2,000X.
Facts of Life, Contraception: Condoms and Venereal Diseases
While the disclaimer has been made, the fact is that while condom proliferation and use is at an extreme high, the AIDS virus is still spreading fiercely, particularly in Third World nations, but no less alarmingly here in the USA. Why is this, if condoms are an effective means of prevention?]
Back to Brannon Howse:
Robert Muller’s Global Education agenda as promoted by the UN has been referred to as ‘America 2000’ (introduced by former President George H.W. Bush in a speech, April of ’91) in which he stated that “America will move forward . . . New schools for a new world . . . a revolution in American education.”. This legislation didn’t get through Congress until later when it was called ‘Goals 2000’ via Bill Clinton, and it was further promoted by George W. Bush as ‘No Child Left Behind’.
On a closely related issue of education particularly of the ‘green’ sort, the former US Secretary of Education under G.H.W. Bush, Lamar Alexander stated that a book “changed his thinking the most” is called A God Within; Mr. Alexander was also a board member of the futurist organization, Planetary Citizens (now known as (Global Community Communications Alliance).
“The Earth is literally our mother, not only because we depend on her for nurture and shelter but even more because the human species has been shaped by her in the womb of evolution . . . our salvation depends upon our ability to create a religion of nature.”
“Lamar Alexander aggressively promoted the global education agenda, America 2000 to the American people. Many corporations,” says Howse, “bought into this education agenda and lobbied for its passage. See how easy it is to spot the education establishment and occultism/pagan spirituality connections back to the government-corporate complex?” And, I might add, the endorsement of Emergent Church leaders and ecumenists who likewise espouse to bring “heaven to earth” and one of its primary objectives is environmentalism with a ‘green’ vengeance:
Bowing Down to Mother Earth
Bible Meets Green
President Obama has likewise joined his presidential predecessors in declaring his own plan of a $4 billion “Race to the Top” educational program in which internationally benchmarked goals will be encouraged for each of the States in the Union, and those that adopt this global plan will of course be rewarded with greater Federal funding. Howse rightly observes:
“While Republican and Democrat administrations come and go and the U.S. Congress flips back and forth from Democrat to Republican control, the UN agenda moves forward unabated.”
John Dewey’s purpose for public school: Not to create educated students but to change their values and prepare them for their place in life.
Benjamin Bloom’s purpose for school: To change the students fixed beliefs.
Robert Muller’s purpose for the same: To use the U.N. to convince national leaders to embrace a humanistic worldview so as to usher in the New Order.
“Norman Cousins, former President of the World Federalist Association, wrote the forward to one of Robert Muller’s books in which he admitted that Muller helped to further the values of Dewey, Bloom, and other humanists:
“Whatever the uncertainties of the future may be . . . the oncoming generations will . . . need to have special knowledge, certainly, but they will need something far more important: an intense awareness of the conditions under which the values essential to the future of mankind can be created and maintained. They will need living examples of the conspiracy of love that . . . will be essential to man’s salvation, Robert Muller is involved in such a conspiracy.”
Howse rightly points out that while our liberal media scoffs and ridicules any writer or author that demonstrates any particular conspiracy that’s involved in creating a new world order, are simply quoting those, like Cousins, who themselves use these terms in describing the agenda that they themselves are bringing about. Howse then emphatically states:
“American must stop being so trusting and understand that educational policy makers in Washington, DC and the state departments of education are individuals who have betrayed a public trust.”
Control is essential in order for this indoctrination process to succeed on all levels within the public school and 'higher' education system; Bloom’s idea for control merges perfectly with those of B.F. Skinner, behavioral psychologist. For this reason Brannon Howse has written a chapter in his book about Skinner, and we will take time to examine this man’s studies, beliefs and worldview along with another of these 21 radicals, Sigmund Freud sometime later.
Here ends this second part of the article FORTH COMES The GLOBAL EDUCRATS; Robert Muller (not among the Howse's list of 21 Radicals, but certainly applicable) will be the subject for the third and final part of this particular article, but we still have the majority of these 21 Radicals whose worldviews have affected our younger generations. It behooves Christians to educate themselves on these issues, be aware of them, and to instill in our children and loved ones the biblical worldview that is at odds with that of Humanists and the Global ‘Plan’ as laid out by Alice Bailey and her seducing spirits.
We truly are waging a spiritual warfare against “principalities and powers”!