"We see, in many a land, the proudest dynasties and tyrannies still crushing, with their mountain weight, every free motion of the Consciences and hearts of men. We see, on the other hand, the truest heroism for the right and the greatest devotion to the Truth in hearts that God has touched. We have a work to do, as great as our forefathers and, perhaps, far greater. The enemies of Truth are more numerous and subtle than ever and the needs of the Church are greater than at any preceding time. If we are not debtors to the present, then men were never debtors to their age and their time. Brethren, we are debtors to the hour in which we live. Oh, that we might stamp it with Truth and that God might help us to impress upon its wings some proof that it has not flown by neglected and unheeded." -- C.H. Spurgeon . . . "If ye continue in my word, then are ye my disciples indeed; And ye shall know the truth, and the truth shall make you free." John 8:31, 32 . . . . .


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Saturday, July 9, 2011

TTUF Profiles On: John Dewey - FORTH COMES The GLOBAL EDUCRATS – Part One of Three

~~By James Fire

The following TTUF Profile articles are based in part on Brannon Howse’s book, GRAVE INFLUENCES: 21 Radicals and Their Worldviews that Rule America from the Grave.
Having nearly completed this outstanding book, I have decided to re-commence a series of TTUF Profiles based on this resource; however we will also employ information from other printed and Internet resources.

Why would we want to even address these particular people and not rather focus entirely on the Gospel, and other crucial biblical matters? The Gospel is a non-negotiable for all believers, and something we must all do our part to proclaim in obedience to the Great Commission as mandated by our LORD Jesus Christ.

As believers we also understand that biblical matters also consist of wrestling (not with flesh and blood but) with principalities and powers of Satan’s kingdom (EPH 6:12) that are diametrically opposed to the Word of God and its Divine truth which it expresses exclusively. However, these fallen angels and demons use people as their mouthpieces somewhat in the same manner in which the LORD GOD used His own prophets as His mouthpieces in making known His will and plan for the ages.

Satan has his own plan (ultimately doomed to fail) in which he will seek out absolute, overt and total rule by, as well as worship of himself by all souls in this world. Each of the worldviews expressed by these “21 Radicals” represent pieces of the jigsaw puzzle that even today is nearing completion, establishing a picture of a totally satanic age that would seek to deceive all the world, including the church and every nation of the world (including America that once was one nation under God).

We must contend (and wrestle) earnestly for the faith, counteract the Christ-rejecting, demonically inspired ideologies that deny the Holy Bible and oppose the church and pray for nations, and our fellow believers (including our families, especially our children, our brethren and the church at large) who may find themselves falling under the seductive sway of said ideologies.

Do I believe that the church will succeed in turning around this endeavor towards tyrannical globalism and all that this entails? 
No, I do not.

Then why should we bother? Because for one, we are not called to success but to obedience to Christ Jesus, and He has commanded us to be His witnesses (Greek word: “martos” from which we get the word martyr from; what does this tell you?) and to stand for truth, for righteousness and to expose evil and lies where ever they may be: in our government or in our church (
EZEK 33:7-9; ACTS 20:26-31


Our churches are losing our youth with devastating rapidity and yet we must ask ourselves why this is; is the Word of God without effect? Does the truth of God’s Word hold no relevancy with our younger generations? And if not, why is this?

Listen to these words:

Education is thus a most powerful ally of Humanism, and every American public school is a school of Humanism. What can theistic Sunday-schools, meeting for an hour once a week and teaching only a fraction of the children, do to stem the tide of a five day program of humanistic teaching.”
                                    ~~ Charles Francis Potter “Humanism: A New Religion

And who was Charles Potter? A humanist, a liberal theologian, and one who seemingly was opposed to our children being taught the truth of God’s Word in Sunday school, but reveled in the consistent inundation of humanism taught in the public school systems.

A Message To America Broadcast in the World Of Religion Programme June 25, 1933 by the National Broadcasting Company

“There is dawning on man the startling recognition that he himself is the evolving cosmic energy in the very process of taking on consciousness. The universe is becoming conscious in him! “In proportion, then, as he becomes more conscious and self- recognizing, he promotes the development of the life-force itself. In him the struggle of life proceeds, reverting only too frequently to animal and even vegetable stages, but ever reaching upward again to higher and better states of consciousness. He is the crucial point of the higher evolution, the topmost bud-tip of the tree of life.
“Man has become conscious enough to direct to some extent the progress of the eternal energy within himself and outside himself. He partakes in creative evolution. The energy which is outside himself he must lay hold on and appropriate for the betterment of mankind. The transfer of energy to serve the ends of higher personality is the greatest task of civilization.
“Humanistic religion deals with the relation of the individual to this power or energy resident in himself and in the universe. and concerns itself particularly with the growth of the higher consciousness or personality of man, socially and individually, believing that man is potentially able by his own efforts to attain to the complete and perfected personality to which all religion aspires.
“If anyone questions the ability of man to direct the cosmic energy for the betterment of mankind, let him note that man has already accomplished wonders beside which the alleged miracles of the past seem simple things indeed. We can smile at Elijah and his chariot of fire now that we can fly from one coast of this vast continent to the other in the light of a single day. Man's hand, which, not so long ago, held a smoking pine torch, now, by the mere pressing of a button, floods a whole house or a whole city with light.”
And who are the primary forces that have instigated the Humanist Manifesto as represented in the infiltration of our public schools? John Dewey, Benjamin Bloom and Robert Muller (because of these extensive materials, we will treat Bloom and Muller separately in Parts Two and Three of this article).

Let us then hear from Brannon Howse (World View Weekend) and his estimation of these Global Educrats:
“One would hope that the person dubbed “the father of modern American education” would craft a system to preserve the high ideals of Jefferson, Washington, Adams, and other Founding Fathers in the hearts and minds of American children for generations to come. One would hope that. But one would be greatly disappointed.

“Dewey worked hard to refine his socialist pedigree. In 1928, he traveled to Russia to help implement the Karl Marx system of education and then returned to teach at Columbia University as the head of that university’s department of education. Dewey supported the upstart Socialist Society in America while also being an honorary president of the National Education Association. He promoted Secular Humanism in his book A Common Faith, and was the leading force behind bringing a group of German intellectuals from the “Frankfurt School” to America [note to reader: Brannon addresses this School later in his book, and likewise so shall we on TTUF!].”
This Frankfurt School based much of what it taught and promoted upon the writings of Friedrich Nietzsche, and many of its “pilgrims” as Brannon calls them arrived at the behest of Dewey here in America in 1933 (almost three hundred years after the Pilgrims arrived here in America; interesting to note that the Pilgrims themselves attempted a socialist society and its end result was sickness and death for many of them, so they switched to a complete capitalist society. Socialism didn’t work then, it hasn’t worked in the past – it will fail again, but its only intention of success is to place those who implement it into any nation into power).

The ultimate purposes of the Frankfurt School and these German Intellectuals that came from it to America was, and is, the destruction of Christianity, the promotion of chaos as well as the introduction of cultural Marxism that will migrate to traditional Marxism (socialism). Cultural Marxism is a means by which the ‘power elite’ saturate a society’s culture with the philosophical, ideological and intellectual tenets of Marxism, and it’s when this so-slow slide (to the degree that its not even sensible to any who might observe the migration) towards socialism that eventually leads the people to the unobjectionable idea of a Socialist government, i.e., the proverbial frog in the slowly boiling water technique or as some Marxist Socialists have said “change by erosion”

Some university professors and other intellectuals will concede that Dewey had some ‘socialist leanings’ but will downplay any Marxist, anti-Christian animosities that he might have had; yet if we look at Dewey’s own words, we can see his blatant denial of God’s existence or that of absolute truth:

“There is no God and no soul. Hence, there are no needs for the props of traditional religion. With dogma and creed excluded, then immutable (unchangeable) truth is also dead and buried. There is no room for fixed, natural law, or permanent moral absolutes.”
Does that include the truth of God’s Word, the Holy Bible? The natural law as established by the God of all creation? The moral absolutes that God has etched into every conscience and is an innate source to perceive right from wrong? Mr. Dewey would say, “yes,” I’m quite sure! We can see that what Mr. Dewey stands for, and what the Bible stands for, ergo the Christian believer, are diametrically opposed to each other: and it's his philosophies and ideas that are promoted in the “five day program of humanistic teaching” as Potter would say, of our very own American Public School system.

From News With Views Thomas R. Hart, a contributing writer (Dr. Dennis Cuddy, mentioned below, is also a contributing writer) gives us more background on John Dewey and the ramifications and fruits of his labors:

“John Dewey lived from 1859-1952, overlapping the adult life of Roger Nash Baldwin (1884-1981) by 40 years. Both were educators, both shared in the 1920 founding of the ACLU, and both were communists, albeit that Dewey was an anti-Stalin Marxist while the younger Baldwin was a CPUSA (Communist Party of the USA) Stalinist.“Neither man was a Christian or believer in God. Baldwin was raised as a Unitarian and was a firm believer in their socialist credo "to affirm and promote the inherent dignity and worth of every person." While that Unitarian philosophy was as close to religion as Dewey ever came even later in life, both are listed as "Notable American Unitarians."
“Dewey, who is commonly known as the "Father of Modern Education" was the originator of using public education for social change, the idea that started the systematic brainwashing of America's children.“To know him as the 'Father of Modern Educational Brainwashing' would be more suitable, as many believe that the modern educational philosophy and practice of the National Education Association [More on the NEA in a bit] is to brainwash students in order to achieve social change.”

Quotes taken from the following article: Public Education Brainwashing

It stands to reason that this is the primary cause (there are some others) why we are losing our youth in an endeavor to instill in them the truth of the faith according to the Holy Scriptures.
The solution to this dilemma is for parents (not Sunday school teachers, and youth leaders only) – parents to get involved deeply with their children and instill in them by orthodox (right teaching) instruction in God’s Word, and in orthopraxy (right living) by being an “example of the believer” (
1 TIM 4:12). T
o instill in them a biblical worldview which Brannon Howse is adept at doing through his ministry and seminars Worldview Weekends that can be sponsored by any church or Christian organization or undergo competant training with their curriculum World View Training.

One of the other causes that led to losing this battle for the youth is hypocrisy in the church, particularly how children perceive their parents in church life versus home life. If the parent’s life as a Christian is fake, the child will mistakenly assume that this is also true of the Bible.

John Dewey was brought into the ‘circle of power’ and directed to invest in, promote and implement into our educational system this idea of “progressive education”. Who was it that directed Mr. Dewey? A man named G. Stanley Hall.

Dr. Dennis Cuddy (who taught American History at the University of North Carolina in Chapel Hill, and during the Reagan Administration he worked as a senior associate with the U.S. Department of Education) comments:
“It is the purpose of this article to show how Skull and Bones members (S&B) work in tandem with Rhodes Scholars (RS) and Fabian Socialists (FS) to form an important part of what is known as the power elite.

"As far as Cecil John Rhodes was concerned, his plan would be carried out via Rhodes Scholars and Round Table Groups, which grew out of his secret "Society of the Elect."* Rhodes' secret society lasted almost six decades, by which time enough of his people had penetrated the areas of politics, economics, journalism, and education (The International Agenda) so that his "conspiracy" was replaced by a network of the power elite."
*Two articles from The RED PILL Consortium deals with these murky, little known conspiracies and the societies that gave birth to them, and Cecil Rhodes figures prominently among the early 20th century plots towards Globalism and the infrastructure that established the power elite (a significant part of this infrastructure would be the seeding and cultivating of young minds towards a global mentality that would view Marxist Socialism and a global religion as something favorable, thus the importance of propagation via Humanistic education, for which John Dewey accomplished much is evident):

This Is Not King Arthur's Round Table-Part 1

This Is Not King Arthur's Round Table-Part 2

(included in this second article is a youtube video that explains much about Cecil Rhodes and his direct involvement in the power elite structure and its building of the new world order: Cecil Rhodes and the Round Table Group 9 mins. 41 secs.)

“We know that the conspiracy lasted well into the 20th century, because in 1931 one of its key operatives, historian Arnold Toynbee, wrote:

‘We are at present working discreetly with all our might to wrest this mysterious force called sovereignty out of the clutches of the local nation states of the world. All the time we are denying with our lips what we are doing with our hands.’
“The third group comprising the power elite would be the Fabian Socialists (FS) which included H.G. Wells. In his book, New Worlds for Old, Wells explained what he called "a plot" whereby heads of state would come and go, but bureaucrats trained at the London School of Economics (established by the FS) would remain in government making rules and regulations furthering the goals of the Fabian Society.

“While the Fabians were using education to move the public toward socialism, Rhodes Scholars were obtaining important posts in universities, and Carl Haessler (RS) was helping to establish Socialist Sunday Schools for younger people. About the same time, socialist John Dewey, who had been mentored by G. Stanley Hall, who was brought to Johns Hopkins University by its president, Daniel Coit Gilman (S&B), was instituting "progressive education" in classrooms across our nation.”

The above quotes were taken from: The Power Elite Behind The New World Order

Berit Kjos of Crossroads Ministries asks:

“Has our education system failed America's children?
“Not in the minds of "progressive" educators and Utopian globalists. They have yet to fulfill their revolutionary vision, but they are well on their way to a tragic victory. So while you and I decry the destruction of an academic system that produced nearly 100% literacy (at least at least in California) -- seventy years ago, others cheer the changes that have traded facts for fantasy, truth for myths, academics for collective socialization and individual thinking for group manipulation.

“It happened slowly -- largely through stealth and deception. Today's educational establishment, birthed over a century ago by John Dewey and his associates, learned early the tactics of social transformation: infiltration, propaganda, secret councils and continual multiplication through networks of influential new organizations. New York City Mayor John Hylan described it well back in 1922,

“‘... the real menace of our republic is this invisible government which like a giant octopus sprawls its slimy length over city, State and nation. Like the octopus of real life, it operates under cover of self-created screen. It seizes in its long and powerful tentacles our executive officers, our legislative bodies, our schools, our courts, our newspapers and every agency created for the public protection.’”

“This malignant "octopus" grew until its tentacles reached around the world. Strengthened by its countless affiliates -- including tax-exempt foundations [Rockefeller, Ford, Carnegie, among others] that shared its vision and funded its programs -- NEA leaders and their international partners won power and influence in every strategic corner of the world. All along the way, they were molding minds that would fit their quest for a new world order.

“From the beginning, they were determined to destroy the old education system in order to build the collective world of their dreams. Reporting to the annual NEA meeting in 1935, Willard Givens (soon-to-be executive secretary) wrote: "...many drastic changes must be made.... A dying 'laissez-faire' must be completely destroyed and all of us, including the 'owners', must be subjected to a large degree of social control.... The major function of the school is the social orientation of the individual. It must seek to give him understanding of the transition to a new social order."   ~~ Samuel Blumenfeld.

“Psychology would provide the 'scientific' tools for that transition. Dewey -- who equated individual thinking with insanity -- had begun experiments with behavioral psychology even before 1900. Half a century later, B.F. Skinner [note to TTUF Readers: We will also review Skinner in a TTUF Profile along with Sigmund Freud] outlined the practical steps to behavioral control. "Operative conditioning shapes behavior as a sculptor shapes a lump of clay," he wrote in Science and Human Behavior (1953).”

On John Dewey’s admission that a new religion is in order to, in effect, replace the old ones:

“Back in 1933, Dewey co-authored the first Humanist Manifesto which called for a new world religion: "...a synthesizing and dynamic force for today must be shaped for the needs of this age. To establish such a religion is a major necessity of the present.”

And today that ‘new’ religion is realized in the New Age/Emergent Church Movement which when boiled down to its essentials is merely pagan and occult beliefs and practices that has led, and will lead the world, including Christendom, into a global religious/political unification that even now is developing all around us. Berit continues:

“They have come a long way. Today, Christianity is banned from our government schools. Instead, students are immersed in the new global spirituality -- a contemporary, idealistic blend of all religions -- through classroom myths, rituals, symbols and multicultural experiences. This new spiritual synthesis has been adapted to fit the amoral, religious standards outlined by UNESCO's Declaration on the role of religion in a culture of peace and Declaration of Principles on Tolerance.”

“In other words, the NEA-UN blueprint for "lifelong learning" calls for a world-wide system of global standards and manipulative programs that would conform human resources of every age to its totalitarian aims. Our children would be trained, not just to conform to this system, but to be activists willing to serve, promote, spy and fight for a world government with zero tolerance for Biblical values or for the God we love. And every person would be monitored and assessed for their compliance with the ideals of our global managers (emphasis mine).

“Hard to believe? Then read the following statements by leaders, educators and researchers who have led, supported or observed this subversive transformation during the last 100 years.”

The above quotes were taken from this article; the bottom half of this is where you can read the statements by leaders, educators and researchers that have led this transformation:

Chronology of the NEA – The Socialist Vision and the Global Connections of the NEA

For more on John Dewey I highly recommend that you read the following three part series by David A. Noebel, “The Gospel According to John Dewey”




This concludes the TTUF Profile on John Dewey, part two of FORTH COMES THE GLOBAL EDUCRATS will continue this Profile by examining the worldviews of Benjamin Bloom (part three will present the Profile on Robert Muller). Until then,

Prove all things; hold fast that which is good.

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