followup - Agenda 21 for dummies

Trapper, I've been waiting for a topic / thread to come up in which to put the info that I have here....and you provided the perfect segue. One of the reasons why this is such a good fit is that your orginal subject line was in the context of "... dummies...." , and the info I have here comes straighth out of the book that chronicled the history of using America's public education system to deliberately dumb down the modern society.  There are three pieces I want to show here, the first two set up the third and the latter is the most relevant to your subject matter, Trapper.

As one should expect from a chronological arrangement of events, the first half of this book is devoted to time periods, such as the Sick 70's.... Effective 80's....and Noxious 90's, etc.

As a reference, here is the link to the entire book ( PDF ) that is still a free download. This is piece 1

http://www.deliberatedumbingdown.com/MomsPDFs/DDDoA.sml.pdf

 

I strongly suggest those people interested in this topic go to the book at the above link and read the three excerpt pieces in full there. The reason why is, I tired to copy these pieces here but due to the Curezone editor being so cumbersome with PDF copies it  did not come out well.  :(

Below is the relevant excerpt from Chapter 8 - Noxious 90's, page 277. Keep in mind this is cut from a PDF which tends to be somewhat problematic when using the Tiney Editor here for copying and pasting. This is piece 2. Piece 3 is the Appendix 27 chapter referenced in the underlined quote ( from piece 2 ) below.

 

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page 275

 

“W

ORLD CLASS SCHOOLS AND THE SOCIAL STUDIES” BY CORDELL SVENGALIS FROM SOCIAL Studies Horizons 

 

ORLD CLASS SCHOOLS AND THE SOCIAL STUDIES” BY CORDELL SVENGALIS FROM SOCIAL Studies Horizons 

ORLD CLASS SCHOOLS AND THE SOCIAL STUDIES” BY CORDELL SVENGALIS FROM SOCIAL Studies Horizons 

(Iowa Department of Education: Des Moines, Iowa, Vol. 3, No. 1, Fall 1990) was

published. The following excerpts reveal a significant definition of “World Class education,” one of the popular “buzz words” used to describe and promote education reform during the early 1990s:

As part of a nationwide trend, the Iowa Department of Education has become involved in the movement to develop a world-class educational system for the schools of our state....

Few would argue with the need to greatly improve the educational system we now have, and to help students acquire the skills they will need to become better integrated into the global community. We have not only become globally interdependent, we have come to recognize our global interconnectedness. Therefore, a World Class education program would

 

page 276

 

have as one of its major objectives the development of skills and understandings grounded in an ethical/moral context. This ethical/moral context would be based on the idea of assuming a sense of responsibility toward our interrelated planetary future....

Perhaps the most compelling vision of our time is that of a

 

sustainable society [emphasis in original]. Our global society, in terms of the environmental degradation, explosive population growth in the Third World, energy shortages, pollution, conflict, crime, drugs, poverty, and just sheer complexity, is not sustainable into the 21st century.... Students need to understand these things as part of their World Class education.

 

This particular issue of

 

Social Studies Horizons also reported on the 1990 Chicago Conference on Holistic Education, which issued a document called “The Chicago Statement” calling for a radical change in education. An excerpt asserts that:

 

The time has come to transform education so as to address the human and environmental changes which confront us. We believe that education for this new era must be holistic. The holistic perspective is the recognition that all life on this planet is interconnected.... Holism emphasizes the challenge of creating a sustainable, just and peaceful society in harmony with the Earth and its life.

 

 

 

 

 

 

 

 

Dr. Svengalis of the Iowa Department of Education was involved in the production of a

 

Catalogue of Global Education Classroom Activities, Lesson Plans, and Resources. The curriculum came under fire from the Iowa Farm Bureau because of its open advocacy of vegetarianism and environmentalism, according to the Iowa Farm Bureau’s Spokesman (September 19, 1992) article entitled “State Role in Global Education Resource Guide under Review.” Also included in the global education curriculum were themes of pacifism, population controls, international global government, and Gaia worship. Fourth and sixth graders could be assigned to “[t]alk about the ideas of a ‘living’ Earth using Lovelock’s Gaia hypothesis.” Dr. James Lovelock made the radical “scientific” proposal that the Earth was both an entity and a deity.

According to education reform researchers Marla Quenzer and Sarah Leslie, environmental “outcomes” were supplanting traditional academics. In an article published in the May 1993 issue of 

 

Free World Research Report entitled “The Myth of a Competitive World-Class Education,” Quenzer and Leslie refuted the idea that “world-class” education is competitive and academically challenging. Under the new reforms they found an emphasis on cooperation and sustainability based upon extreme environmentalism and “a kind of ‘New Age’ soup of pantheism, Hinduism, Taoism and Buddhism.” They cited an article entitled “Global Framework for Local Education” from  Holistic Education Review(Spring 1991):

 

This author, Joel Beversluis, 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

 

page 277

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.

[Ed. Note: For more information on the connection between extreme environmentalism, sustainability, and the deliberate dumbing down of America, see Appendix XXVII.]

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here is the title of  piece 3, Appendix XXVII, from the book Deliberate Dumbing Down of America. Please refer to the above book URL to get to the entire Appendix 27 as it is too lengthy to quickly post here.

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Appendix XXVII

 

 

“Big Bad Cows and Cars:

Green Utopianism & Environmental Outcomes”

by Sarah Leslie from the 

Free World Research Report

(Vol. 2 No. 6), June 1993. Reprinted in its entirety

with permission of author.

The problem with cows and cars, it seems, is with their... well, er... emissions. Both are supposedly responsible for wreaking havoc on the planet Earth (spelled with a capital “E” to suggest respect and “reverence”) because of their

...........

 

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