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The primary issues raised in Educating for the New World Order are: A large number of standardized tests, administered annually to millions of school children throughout the United States and Canada, have been found to contain a substantial number of "affective" questions which have nothing to do with evaluating those students' academic accomplishment or potential. The primary issues raised in Educating for the New World Order are: A large number of standardized tests, administered annually to millions of school children throughout the United States and Canada, have been found to contain a substantial number of "affective" questions which have nothing to do with evaluating those students' academic accomplishment or potential. The "correct" answers to these questions, according to the test developers, have a common theme running through them . . . that of subordination of self to group. This is clearly contrary to the principles we are trying to convey to our children -- such as in anti-drug programs -- that they shouldn't feel they must do something just because their friends do. In some areas, such as Pennsylvania, schools which administered such tests have later received "supplementary" instructional materials to be used in short-term programs. Although Pennsylvania Department of Education officials maintained that the tests did not contain affective questions, the "supplementary" materials made no pretense of the fact that their purpose was to "remediate student attitudes." Pennsylvania mother-become-activist Anita Hoge discovered references which tied the version of these supplementary materials to the way students in a school or district responded to the affective questions on those tests. Moreover, because these supplementary materials were delivered to schools through the Intermediate Education Districts, they were not necessarily put through any review at the local level as to their appropriateness. Recently, tests began requiring students to supply their social security number, in direct contravention to the federal Pupil Privacy Act (which President Clinton is rumored to be considering eliminating). Why should the SSN be necessary? The tests are primarily intended to assess the academic progress of groups of students, not individuals. The results of those tests, however, are often stored in non-secure computerized databases. Even if no abuse of those data is intended, the potential exists for Johnny's daddy to run for public office and be faced with questions about personal or family beliefs based on how a 10-year-old answered vague questions on a test 15 years before! When challenged, state education officials deny that affective questions appear on the tests, but when claims are proven, tests have been withdrawn. Similar tests reappear months or years later under a new name. Finally, it should also be noted that, for the most part, local educators are just as ignorant of the issue as parents. Standardized tests are prepared at the behest of state or even federal educational agencies. The actual contracted authors of those tests are often restricted to a small group of individuals or organizations which specialize in that task. Tests are sent to schools, which are instructed not to read the tests, and often not to even open the box until test day. Completed tests are to be immediately sealed and returned for grading. These steps are quite reasonable, as they minimize the potential for cheating or "teaching for the test." But they also assure that local teachers and administrators -- unaware of the contents of the tests -- are often in the unenviable position of defending such tests merely on the assurance of others that the tests are completely benign. Nobody seriously doubts that values are implicitly transmitted during normal everyday instruction in school. But there is a huge moral gulf between that and explicitly teaching values or attitudes. There is heated debate over how to teach relatively straightforward subjects such as reading and mathematics; do authors and promoters of these tests realistically expect there to be genuine consensus about whose beliefs are to be taught in preference to others? Unlikely, at best. The continued abuse of the standardized testing process documented in Educating for the New World Order and its sequel, Microchipped, threatens the reliance and faith placed in those tests to help assess the effectiveness of our school systems. And as long as politicians and educational bureaucrats continue to try to "reform" or redefine education as a series of fuzzy, amorphous "Outcomes" that defy any reasonable effort to quantify, our schools are in danger of losing an already tenuous focus on their purpose. The fundamental question surrounding the issue must be: In whose vision of the future is a new world order to be structured? In that of the government and the myriad special interests that wield influence there? We hope not.


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The primary issues raised in Educating for the New World Order are: A large number of standardized tests, administered annually to millions of school children throughout the United States and Canada, have been found to contain a substantial number of "affective" questions which have nothing to do with evaluating those students' academic accomplishment or potential. The primary issues raised in Educating for the New World Order are: A large number of standardized tests, administered annually to millions of school children throughout the United States and Canada, have been found to contain a substantial number of "affective" questions which have nothing to do with evaluating those students' academic accomplishment or potential. The "correct" answers to these questions, according to the test developers, have a common theme running through them . . . that of subordination of self to group. This is clearly contrary to the principles we are trying to convey to our children -- such as in anti-drug programs -- that they shouldn't feel they must do something just because their friends do. In some areas, such as Pennsylvania, schools which administered such tests have later received "supplementary" instructional materials to be used in short-term programs. Although Pennsylvania Department of Education officials maintained that the tests did not contain affective questions, the "supplementary" materials made no pretense of the fact that their purpose was to "remediate student attitudes." Pennsylvania mother-become-activist Anita Hoge discovered references which tied the version of these supplementary materials to the way students in a school or district responded to the affective questions on those tests. Moreover, because these supplementary materials were delivered to schools through the Intermediate Education Districts, they were not necessarily put through any review at the local level as to their appropriateness. Recently, tests began requiring students to supply their social security number, in direct contravention to the federal Pupil Privacy Act (which President Clinton is rumored to be considering eliminating). Why should the SSN be necessary? The tests are primarily intended to assess the academic progress of groups of students, not individuals. The results of those tests, however, are often stored in non-secure computerized databases. Even if no abuse of those data is intended, the potential exists for Johnny's daddy to run for public office and be faced with questions about personal or family beliefs based on how a 10-year-old answered vague questions on a test 15 years before! When challenged, state education officials deny that affective questions appear on the tests, but when claims are proven, tests have been withdrawn. Similar tests reappear months or years later under a new name. Finally, it should also be noted that, for the most part, local educators are just as ignorant of the issue as parents. Standardized tests are prepared at the behest of state or even federal educational agencies. The actual contracted authors of those tests are often restricted to a small group of individuals or organizations which specialize in that task. Tests are sent to schools, which are instructed not to read the tests, and often not to even open the box until test day. Completed tests are to be immediately sealed and returned for grading. These steps are quite reasonable, as they minimize the potential for cheating or "teaching for the test." But they also assure that local teachers and administrators -- unaware of the contents of the tests -- are often in the unenviable position of defending such tests merely on the assurance of others that the tests are completely benign. Nobody seriously doubts that values are implicitly transmitted during normal everyday instruction in school. But there is a huge moral gulf between that and explicitly teaching values or attitudes. There is heated debate over how to teach relatively straightforward subjects such as reading and mathematics; do authors and promoters of these tests realistically expect there to be genuine consensus about whose beliefs are to be taught in preference to others? Unlikely, at best. The continued abuse of the standardized testing process documented in Educating for the New World Order and its sequel, Microchipped, threatens the reliance and faith placed in those tests to help assess the effectiveness of our school systems. And as long as politicians and educational bureaucrats continue to try to "reform" or redefine education as a series of fuzzy, amorphous "Outcomes" that defy any reasonable effort to quantify, our schools are in danger of losing an already tenuous focus on their purpose. The fundamental question surrounding the issue must be: In whose vision of the future is a new world order to be structured? In that of the government and the myriad special interests that wield influence there? We hope not.

31 review for Educating for the 'New World Order'

  1. 5 out of 5

    Norbert

    Remember this book was written in 1991. Fourteen years ago. I read the 4th Edition (1992). Everything mentioned in this book that was present in 1991 was originally planned in 1905. Everything mentioned in the book for future plans has come to pass and is fully implemented today (2015). Public Law 92-318. Section 432 expressly forbids the federal government establishing or developing curriculum. lol. Public Law 96-88, Title I, Section 101, no. 3: "The primary responsibility for the child's educat Remember this book was written in 1991. Fourteen years ago. I read the 4th Edition (1992). Everything mentioned in this book that was present in 1991 was originally planned in 1905. Everything mentioned in the book for future plans has come to pass and is fully implemented today (2015). Public Law 92-318. Section 432 expressly forbids the federal government establishing or developing curriculum. lol. Public Law 96-88, Title I, Section 101, no. 3: "The primary responsibility for the child's education belongs to parents." lol. The government says that they don't collect personal data on students. Test questions relate to bodily functions, religious beliefs, sexual behavior and fantasies, parents' method of reward and punishment,sexual abuse, and more. Sample question: I have had no difficulty in starting or holding my bowels or urine. T or F. The supercomputer, the Elementary and Secondary Integrated Data System, went through in 1988. "The "role playing" of the classroom setting is "sociodrama" -- a social adjustment exercise conceived by the late Dr. Jacob Moreno, who pioneered the use of the strategy with severely disturbed mental patients in the 1950s." This is what the government thinks of your children; severely disturbed, because they may not believe in the new social order. "... that in a democratic society parents have no right to make decisions for their children ..." Remember Public Law 96-88. ...responsibility for the child's education belongs to parents. In response to an inquiry Asst. Sec. of Ed. responded: "that there was no testing of attitudes by the NAEP, that no national data bank existed, .. was in no way involved .." What about the super computer and the type of test questions? The goal of education today is "functional literacy" (or "minimum competency"). Functional = usefulness. What we hear so often today about the populace that they are "useful idiots." For the people to know how to read a traffic sign and pass the driving test. And, we can see the students in the inner cities can barely do that. Elitists pick the leaders, not based on intelligence but by their attitude. The leaders, though, are not told they were picked so as not to destroy their ego. Obama is a picked "leader." "The leaders of tomorrow (which is today, 14 years later)will have to be the best "followers" who have ever existed! They can never be "their own man." (Read the control over Obama by Valerie Jarrett.) This is the futurists' "new world order." In the program B-STEP, pg. 253 is devoted to an intended manipulation of the media. Fourteen years later, (today) they have succeeded. Three elitists groups control the vast percentage of all the forms of media. The public gave up the three R's and got back the three "I"s: ignorance, illiteracy, and illegitimacy. Time-Out Boxes are used where children are placed in boxes for one class period to a full day while other students throw in trash and grass. Some children have had to be taken to child psychologists to undo the damage. Parents either know nothing of this or are too afraid of the all-powerful educational elites. Suicide rates among children have tripled since "Suicide Prevention" programs have been introduced. The students are taught that suicide is a way out to avoid unsolvable problems. Illegitimacy and venereal disease rates have gone up since explicit sex education was introduced in the schools. Because of the failure of the program the suggestion was; "More explicit sex education at still younger ages." Minorities were the first guinea pigs for psychological change programs ... it was okey to see what would happen if they were manipulated this way or that. "Perhaps behaviorists expected less fuss to be raised by their parents?" How right they were. Only one mother had the gumption to discipline her rioting child in all of the thousands of parents in Baltimore. The real problem is that the majority of the minority population don't know that they have been brain-washed and think that the way they act today is the correct way. Most can't figure out that there is a better place to live than in a ghetto, ridden with crime and a failing educational system. Believe me, there is a better way. By merely not voting for those who have kept you there for years. When in 1983, the suggestion that the schools should not be molded to the will of a small elite ... and steps must be taken .... None were. Here we have a country whose greatest educational achievement of the past two decades has been to turn out functional and cultural illiterates. We have change agents posing as teachers, teachers posing as therapists, and therapists posing as curriculum specialists. What else could possibly go wrong? Has any school forms you filled out asked for their SS#? Violation of their constitutional rights. I put a sticky only at the most egregious points of contention. Although I marked 43 areas I only mentioned a few here. The reason is that I got to the point that I wanted to go outside, bury myself in the snow until I froze to death. I would have but I just didn't feel like it just now.

  2. 5 out of 5

    Zalee Harris

    I am proud owner of an autographed copy of this special book. B.K. and I became pen pals in 1999. Dated March 4, 1999, she mailed the signed copy of this book to me because I could not find a copy; but someone I knew, knew how to contact her directly and the rest... If you like the who-done-drama movies - turn off the TV and read this book. You will not be able to sit in one place. Your mouth will fly open in amazement. You will have to tell someone about what B.K. reveals in this wonderful piece I am proud owner of an autographed copy of this special book. B.K. and I became pen pals in 1999. Dated March 4, 1999, she mailed the signed copy of this book to me because I could not find a copy; but someone I knew, knew how to contact her directly and the rest... If you like the who-done-drama movies - turn off the TV and read this book. You will not be able to sit in one place. Your mouth will fly open in amazement. You will have to tell someone about what B.K. reveals in this wonderful piece. Incredible detail. She name names. She gives dates. She blows the whistle and opens the right door.

  3. 5 out of 5

    Macey

  4. 5 out of 5

    Richard

  5. 4 out of 5

    Tzipi

  6. 5 out of 5

    Tim Taylor

  7. 5 out of 5

    Kathleen

  8. 5 out of 5

    Ellen

  9. 5 out of 5

    Rory

  10. 4 out of 5

  11. 4 out of 5

    Andrea B.

  12. 4 out of 5

    Greg

  13. 5 out of 5

    Luke

  14. 5 out of 5

    Nikki

  15. 5 out of 5

    Vikk Simmons

  16. 4 out of 5

    Laura Huffman

  17. 4 out of 5

    Cheryl Walker

  18. 5 out of 5

    #owls

  19. 5 out of 5

    Saulo

  20. 5 out of 5

    Katz!

  21. 4 out of 5

    Eddie

  22. 5 out of 5

    Nils

  23. 5 out of 5

    Jill Burwell

  24. 5 out of 5

    Thauron

  25. 4 out of 5

    Brenda

  26. 4 out of 5

    L.l

  27. 5 out of 5

    Margie

  28. 5 out of 5

    Saul

  29. 5 out of 5

    William Lawrence

  30. 5 out of 5

    Marc Anderson

  31. 4 out of 5

    Carollida

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