Monday, September 01, 2014

Great Resource: "The Deliberate Dumbing Down of America"

The road map and history of the communist takeover of our schools is quite open to the public. Step by step, the leaders in charge released statements, research papers, orders, editorials and books describing the goals and mechanisms for changing education. It is horrifying, but lends credibility to the idea of a loose conspiracy of like minded individuals running the media, academia and the civil service. Charlotte Iserbyt's "the deliberate dumbing down of america" is not a great book to read, but it is an absolute great reference that tracks the homegrown communists. You can access her website for PDF versions or buy the book, which is weirdly still expensive despite being decades old (textbook use?), and just keep it for reference. Everything is laid bare. The key thing that this reveals is the why behind changing American education.

Even before World War Two, America's leaders (Carnegie/Rockefeller Foundations and others) saw the end of the individual age of man and the rise of the collective age. I'll condense the long book.


The entire goal of education was to mold people for the rise of the American global empire. Destroy the bonds and connection to traditional thoughts and family history. Think globally. We moved away from educating people and slid into shaping people's attitudes.

This is why nothing works, but we never go back to pre-FDR methods. It is a materialistic view of man, and great for shaping people to support the aims of a government that is now an empire. If anything is to be inferred about the obsession with "the gap", poor schools are the perfect tools for these communists. We must "close the achievement gap", so we go to inner city schools and offer them more money, but they have to accept the new schooling methods, and after they are test run there, they get shipped off to other school districts for use. Scores stay low, nothing is improved, but suddenly other school districts are learning communist garbage instead of their old curriculum.  

Iserbyt is great at showing different statements and papers that would become policy. She also lays out the "change agent" game plan where they bark for more school money. Local property taxes cannot cover it, so it becomes a state issue. States pay for some of it, but to prevent fraud and measure results, they institute tests. Teach to the test starts. Ask for more money and eventually the Feds get involved, and now you're at the mercy of the commies in charge for globalism, commie curriculum. As Iserbyt states, the two parties have the same goals, fund the same programs but serve slightly different constituencies. Think you're safe at a Christian school, think again. Iserbyt explains how vouchers are the means for the government to get their laws into regulating private schools. Home-schoolers will have problems, too. She does not actually write much, but simply reveals their duplicity and failure after failure that somehow does not hurt any academic's or policy maker's career. She also points out the long, slow war fought by teachers, parents and administrators who have resisted this onslaught for decades.


Reading this book, you will be saddened and angered by the devious behavior of the communists that have been in charge for decades. Iserbyt is also clear in stating how the stamp of authenticity that the Ivy credentials gave these charlatans. These Ivy graduates control our federal service, which per Iserbyt "funds 90% of all education research". These fools linked American education to UNESCO standards and methods. Like using states as labs for creating national programs, UNESCO allowed transmission of commie nations' programs to the US to "catch up". Had they just been bums in ratty clothing, they would have been thrown out of any building for making these suggestions. The most ludicrous thing of our education system is that we subject children to systems and behavior modification programs that prison inmates and government workers are protected from going through and have their religious rights allow for exemption from compliance. If anyone ever opens a "Cathedral Studies" program at the antiversity, this book should be on the shelves.

Here are select passages she cites or cites and explains for non-civil service laymen.


- In 1944, the Educational Policies Commission released a book with the following goals: federal programs for health, education and welfare combined in one giant bureau, Head Start programs, getting pre-school children into the system, teacher participation in curriculum decisions, federal funds without federal control, youth services through a "poverty program", removal of local control of political and educational matters "without seeming to do so", and sex education. Same goals in 2014.

- This 1942 Time article that laid out the super-protestant world empire goals.

- The 1965 ESEA that would become an overwhelming majority of state education funding within 25 years. This targeted low income and disadvantaged youths for Skinnerian methods of education.

- Iserbyt cites Dr. Henry M. Levin in 1971, who wasted millions of federal dollars on methods that did not work, get picked up for a new program with more funding. No one is ever held accountable.

- In a 1972 NY Times article by William Stevens, Stevens wrote of the process based global society revolution raging across the US, which was being resisted by those wishing to focus on fact based, Western civilization studies. This was timed with Dr. Chester Pierce (Harvard) writing about the need to educate future planetary citizens.

- In 1975, experimental psychologists received federal funding for course design that would "mold children's social attitudes and beliefs along lines that set them apart and alienated them from the beliefs and moral values of their parents and local communities".

- Iserbyt hammers away at the focus on education policy makers that repeatedly discuss children as human capital and identifying them and pushing them along towards career paths the system wants them to go towards and not their individual or familial wants or desires. Iserbyt finds sources discussing this human capital issue as far back as the '70s.

- The 1981 book All Our Children Learning by Professor Ben Bloom states, "the purpose of education and the schools is to change the thoughts feelings and actions of students". We now know why American test scores do not improve despite more education spending.

- A 1982 essay in the Innisbrook Papers by Harvard Professor Anthony Oettinger that described the antiquated need for literacy amongst the population. Do they really need it to read? Don't they just need to know how to navigate society/ Once again, it is thirty years later and we know they failed.

- John Dunphy wrote "A Religion for a New Age" in The Humanist in 1983 about the primary importance of America's classrooms, "I am convinced that the battle for humankind's future must be waged and won in the public school classroom by teachers that correctly perceive their role as proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being...The classroom must and will become an arena of conflict between the old and new -- the rotting corpse of Christianity, together with all its adjacent evils and misery, and the new faith of humanism, resplendent with the promise of a world in which the never-realized Christian ideal of 'love thy neighbor' will finally be achieved".

- Why make education so important, because you can control the nation through education. In 1983, some aware individuals laid it out clearly, "Universal education fits neatly into the authoritarian state. Education is tied directly to jobs - control of the job being the critical control point in an authoritarian state". That fits well with let's get someone fired for not being progressive enough.

- Iserbyt documents the "effective schools" movement. This movement is still all around you. It focuses on direct learning, and is part of the reason poor performing school districts are getting Ipads and Chromebooks if they accept grants now.

- Iserbyt knows the cathedral idea but does not know she knows it. Here's her description of a 1908s Carnegie Foundation chairman. "Hornbeck is a soft-hearted, highly paid 'should-have-been' Presbyterian minister do-gooder who approaches his job with missionary fervor rooted in the theologian Reinhold Biebuhr's idea that a good Christian must strive to correct any unjust status quo".

- Spring 1987: the Carnegie Foundation awards Lee Shulman $817,000 in grant money despite being a part of a massive failure in Chicago's use of Mastery Learning. No accountability. No new ideas.

- Iserbyt notes that as home-schooling took off in the late '80s so did articles about schools being great ways for the community to protect children from child abusers who would sequester them at home, hiding the abuse. Media has to protect their cathedral friends with a good offense. She notes on page 331 that if the media had printed essays and research that showed resistance and revealed the poor goals of the education reformers that the nation would be spared. Seriously, let's call Iserbyt up now!

- A 1989 article by Rushworth Kidder to make education focus on "one world; develop educational curricula that reflect the realities of global interdependence; promote community service; inculcate a healthy skepticism for authority; reduce the share of GNP devoted to military spending; and strengthen the role of the UN and other multilateral forums". Basically a progressive platform was the goal for children's education.

- Iserbyt points on page 280-281 to the development of hypothetical resumes that would report more on one's self esteem, responsibility and other intangibles that the progressives would deem good for the workplace.

- Here are some of the education topics in a 1992 essay: vegetarianism, environmentalism, pacifism, population control, international global government, and Gaia worship.

As Iserbyt writes and notes non-stop, these are old goals but the same goals from seventy five years ago. They will not stop. This will be a continuous fight. This will not end until the USG system is broken apart and cannot be reconstituted.

9 comments:

Scott's Bluff said...

Awesome post. Very comprehensive and I especially like reading inner-working detail of an operation, in this case federal sugar-daddy dependence and steps of the commie takeover. The commie angle is always fascinating; that sentence near the start of this post about the rise of the collective age is revealing. Is that how Communism influenced so much of the world and so many intellectuals during the 20th century? A loaded question, but it constantly comes up when looking at the present-day descendants of communists: weak-minded faggots and freaks. The commies started shooting wars and robbed banks, but I don’t see today’s broken shells of the Left committing to anything more than petty outrages.

You mentioned on Twitter, as a metaphor, the invasion of Poland gave momentum to the state we’re in. Are you going to expound on this any time? Just a suggestion. I recall those two “if Hitler won the war” posts were good.

And for the record: HE who shall not be named represented the pent-up angst from an entire generation of Teutonic young men, bold and creative, shorn of any petit-bourgeois pretension, over the treacherous failings committed during World War I BY YOU KNOW WHO.

take it, take the bait

Son of Brock Landers said...

Re: Collectivism - There was a report in 1932 about the rise of a collective age. Socialism and communism were aged ideas even then if you consider the Fabian Socialists had been working for a generation. Maybe it was tied to the rise in trusts on the private side.

I wrote how Hitler couldve won. That is a nice suggestion for a post and one German academics who see Hitler as the executiin of antisemitic feelings that ebbed and flowed in Middle Europe for centuries.

Also, I'll get to your email.

Anonymous said...

For being now in her eighties, Charlotte Iserbyt remains a remarkably sharp lady, as seen in this two hours long interview where she talks about how the socialist-collectivist state of education came to be, and how the system works to eliminate the influences of parents, religion, morals, national patriotism, merit...

And to answer how Communism influenced so much of the world and so many intellectuals? Thru subversion!

There is this must see YouTube video, a lecture from 1983 on ideological subversion by a former KGB agent:

"The main emphasis of the KGB is NOT in the area of intelligence at all, only about 15% of time, money, and manpower is spent on espionage as such. The other 85% is for a slow process we call either ideological subversion or active measures.

What it basically means is: To change the perception of reality of every American that despite of the abundance of information no one is able to come to sensible conclusions. That process is legitimate and open, you can see it with your own eyes."

nikcrit said...

Think you're safe at a Christian school, think again. Iserbyt explains how vouchers are the means for the government to get their laws into regulating private schools. Home-schoolers will have problems, too. She does not actually write much, but simply reveals their duplicity and failure after failure that somehow does not hurt any academic's or policy maker's career. She also points out the long, slow war fought by teachers, parents and administrators who have resisted this onslaught for decades.

Well, once you go down the catchall 'conspiracy' rabbit hole, then each and every independent and coincidental factor becomes vouchsafe 'proof' of conspirator-upon-conspirator.
To me, the saving grace of the essay was your thoroughness of sources necessarily combined with the rejoinder:
Step by step, the leaders in charge released statements, research papers, orders, editorials and books describing the goals and mechanisms for changing education. It is horrifying, but lends credibility to the idea of a loose conspiracy of like minded individuals running the media, academia and the civil service
Thanks, as the above passage in your lede shows you don't succumb to the 'grand collaborative cabal' theory that so many rightist blogs and pundits blindly or explicitly believe in and reference. As you note, it doesn't take deep and elaborate complicity; just some joint, even if different, goals, attitudes and allegiances.

Public education is vulnerable to 1001 influences, for just as many reasons: it's a easy scapegoat for any general society fault or overbearing tendency; it's a expensive drop in basic tax-base services, thus making it a easy target when it produces lackluster results------- and the charters and/or religious schools carry on much of the same bluster, mainly because they're, in truth, indifferent to most ideological agendas, while chiefly concerned about taking care of its financial backers and developers ------ fuk the p.c. creep in the curriculum; if anything, that might give the charters cover for their obvious lack of oversight and standards and their blatant capitulation to corporate interests.

I like it when you, every couple of months or so, go for one of these 'Swinging for the fences'-type posts. WTF not?

peterike said...

As you note, it doesn't take deep and elaborate complicity; just some joint, even if different, goals, attitudes and allegiances.

That brings to mind the great quote from James Burnham (might be paraphrasing): "The difference between a Liberal and a Communist is that the Communist knows what he's doing."

Sure, 90%+ of the people in education don't know they are part of a "conspiracy," because to them it's just the way things are, it's in the air they breath. They can't even imagine that what they are doing is wrong, or that things used to be wildly different. They also must be faced with a constant dull wonder about why nothing ever seems to work.

But at the top tier, where new pedagogical theories are born and spread, places like Columbia Teacher's College, those people know perfectly well what they're up to.

Incidentally, for those who like to poo-poo conspiracies, I suggest you read the recent New Yorker article on AIPAC. It's one of those odd MSM pieces that slips past the self-censorship because it reveals a lot more than it thinks it's revealing, if you know what to look for. I had no idea of the scope of AIPAC's control over Congress. Not just the money they funnel into campaigns to buy votes, but the massive reach of their street-level network of operatives. They literally have people in every state, every Congressional district, pushing an organized, uniform policy line. If that's not a "conspiracy," then what the hell is it?

Naturally, the biggest chumps in the whole thing are Republicans.

http://www.newyorker.com/magazine/2014/09/01/friends-israel

nikcrit said...

"They also must be faced with a constant dull wonder about why nothing ever seems to work."

Hmmm. The new school year is about four-hours old and I'm already feeling that 'dull wonder.'

Just how could that be?

RE. that New Yorker mag link on AIPAC; I like the passage near the beginning where Schumer dresses down Tim Kaine for merely even hinting at a tone of insubordination toward AIPAC and its agenda.
I've always had the feeling that Schumer's arrogance is intentional and something he almost sort-of revels in, as there's always the hint of a shit-eating grin on his face when he says one of his many outrageously galling statements; the guy epitomizes the term 'mock indignation.'

tgmoderator said...

I first noticed the cathedral when the middle school movement took place about 1970. I did not know there was a cathedral, but around this time school districts all over the country shuttered their junior highs, and built middle schools. Wtf? Weren't these school districts supposed to be independent? The goals of the left have been obvious since 1930, but they did not completely seize power until around 1968. There was no resistance to middle schools, new math, non-phonetic reading instruction, etc. Non of it worked--I grew up in the 70's and witnessed my fellow students who could not read. There was no resistance then or now, nor any admission of the damage done.

GFC said...

SOBL - thanks for posting this. I've read bits and pieces in various sources about this, but this is the first time I've seen it comprehensively addressed. It made for depressing reading today. It's perhaps the most significant front in a broad, all-out assault on civilization in the name of the elite becoming gods over us. Reading through this recalled The Slaughter of Cities by E. Michael Jones, about what the upper class subversives did to the face of our cities.

The first time I got a whiff of what the education reformers were up to was at my wedding rehearsal some time back. We held the reception in Colonial Williamsburg in an old house that had been the Rockefeller Folk Arts Museum. There were still a few displays left in parts of the building, one of which was about John D. Rockefeller, and it had a quote by him that went to the effect that the family was the most reactionary, retrograde institution working against social progress, and it was the task of education to supplant it. I had no idea what that man was about at the time, but was very shocked to read such a thing by someone I had assumed was a pillar of society.

Big Bill said...


"The entire goal of education was to mold people for the rise of the American global empire. Destroy the bonds and connection to traditional thoughts and family history. Think globally. We moved away from educating people and slid into shaping people's attitudes."

But of course! American education was patterned on the German model. This is standard history.

The German educational model was intended to create a German empire (or at least a unified monolith industrial German nation).

In 1800 there were dozens if not hundreds of little "kingdoms" scattered all over what is now Germany.

Bismarck and others turned them into one, single imperial powerhouse.

We copied their industrial machine-like educational system in order to become and industrial machine-like culture--an empire. Get up-sit-down-get up-sit down-move to the next room-get up-sit-down-hear the bell-get up sit down.

Again, corporate mandatory public education was established to reorganize, to regiment, to Germanify our culture. And it did. For a while.