Below is an article by an associate of Tom DeWeese at the American Policy Center, Kathleen Marquardt, the Center's vice president.
In the previous parts of “Aufheben der Kultur”, I have been explaining different aspects of Cultural Marxism. A thought that comes to mind after reading about Cultural Marxism is, how in the world did America succumb so quickly and thoroughly to this evil? The short answer: our children were/are vaccinated against liberty from the day they start kindergarten. I will expand and try to elucidate this below.
One person who doesn’t get quoted much in the discussion of early education designed by the Frankfurt School is Mary Parker Follett. Yet, she lays out, in black and white, what she sees as the new state (which is the title of one of her books). This is an excellent example:
Follet believed that there is no such thing as an individual conscience, that, “We can have no true moral judgment except as we live our lives with others. . . our individual conscience must be incorporated in a national conscience as one of its constituent members.”
And what does she think of individualism and nationalism? “. . . as we see now that a nation cannot be healthy and virile if it is merely protecting the rights of its members, so we must see that we can have no sound condition of world affairs merely by the protection of each individual nation – that is the old theory of individual rights. Each nation must play its part in some larger whole. (National rights) are as obsolete as the individual rights of the last century. . . In our present international law, a sovereign nation is one that is independent of other nations – surely a complete legal fiction.”
Follett’s book, The New State, tells us what kind of community we will have and where individuals fit in (not). It is the outline of what will be taught (or not) to our children. That is shown, quite openly, by Brock Chisholm, the First Secretary General of World Health Organization (WHO):
John Dewey, Rockefeller, Vanderbilt, the Rothschilds, the British Royal family, the Frankfurt School, and many others had their hands in the building of our public school system to achieve the goals of molding our nation into one of useful idiots and useless eaters.
Who was John Dewey? A Fabian Socialist, member of the Council on Foreign Relations, Marxist, and created the Progressive Education Association in 1919, and co-authored Humanist Manifesto I, in 1933. In his Manifesto, he states:
John Dewey taught “Functionalism”; that “man is without purpose and he is a product of his or her experience and nothing else. Thus, all values must be found within the social context. Values therefore are relative and ethics are based on custom, inclination, or utilitarianism.”
What has it taken that we have almost reach this state now? The cultural Marxists have put enormous amounts of time, money, and effort into molding the American people – as well as much of the rest of the world – into compliant, submissive, spineless, empty-headed beings. Key foundations here in the U.S. took charge of un-educating our children. The Carnegie, Rockefeller, and Ford Foundations were at the start and at the heart of the corruption of our school system. Conclusions from the Reece Committee’s 1954 investigations of tax-exempt foundations using their funds for other than originally intended purposes, i.e., to subvert U.S. education:
At a later meeting of the head of the Ford Foundation, Rowan Gaither, said to Norman Dodd:
Looking at today’s textbooks is not enough to understand what is going on in our schools. While reviewing many of them can actually make you ill, when you see the how and why these things are being taught (and have been taught for decades now, gradually working up to the outright lies, omissions and brainwashing) you will have a better understanding of the evil behind our public-school instruction.
Our teacher’s associations and others involved in education have been dumbing down our children for a hundred years. In 1928 at a Progressive Education Association meeting with John Dewey and others, a teacher named O.A. Nelson comments:
In 1965, The Department of Health, Education and Welfare commissioned Michigan State University to write a report, Behavioral Science Teacher Education Program (BSTEP), that is designed not to only change our children’s values, attitudes and beliefs, but with far more malevolence (if you can conceive something even more evil than that) this program will make most of them into brain-dead slaves.
Page 255 of BSTEP (288 of the PDF) has a chart “Detailing the Controlling Elite,” the Overview reads:
I could stop here and you would have read more than you need to comprehend what our government plans for us. Don’t even say “conspiracy theory” here. This is an official document. You have to admit, they have chutzpah; they put it out there for us to see. Not immediately after they wrote it, but now you can download the entire document. SEE IT. Go to the links and read it. “No major source of a sense of worth and dignity will replace the Protestant Ethic.” This is one of their goals. Can they be anything other than evil? Every sentence in those two paragraphs is damning.
But I won’t stop yet. On page 251 (p. 284 of PDF) we see Hitler’s progeny:
Page 252 (285 of PDF)
Need to help students develop attitudes compatible with societal needs . . .
You don’t mind the government, through our schools, changing the values, attitudes and beliefs of your children?
On page 247 (280 of PDF) you will read:
For those who wish some structure, the following is provided. There are five broad categories with several sub-categories:
- Futurism as a social tool and decision making by an elite
a. Population concentrations
b. Increasing youthfulness of the population and generational gap
a. Biological capabilities in controlling inherited characteristics and potentialities
b. Body repair and health improvements
- Man and interaction dynamics
a. Shifting social values
b. Governance and services by varied agencies, organizations, and enterprises.
c. A controlling elite
d. Conflict and cooperation among peoples at home and abroad
e. International arrangements and nationalism
Man’s technical and natural resources
a. Knowledge explosion and means of analyzing, processing, storing, and retrieving ideas and information
b. Systems approach and cybernetics
c. Diffusion of prosperity and increased social mobility
d. Communications capabilities and potentialities for opinion control
e. Transportation capabilities (supplemented by communications capabilities.
f. Nuclear power
g. Space and underwater explorations
h. Environmental pollution
Planning to overturn the values of the Great American Experiment, the writers of this document have conceived a Brave New World that no longer sees values in the works of our Forefathers. They are renouncing the Judeo-Christian/Western Culture values that gave freedom to all who resided here and are inculcating the anti-human, anti-freedom values promoted through so-called social justice and global government.
Seeing the demise of the US’s prestige in the world, these writers see most humans as resources now like trees and oil and cotton, just not as valuable. In the next to the last sentence below, the canons the Occident (the Western World), are to be replaced by those of the globe. In other words, moral relativism at its zenith. Instead of sovereign countries choosing the values they wish to exemplify, all countries will have all values – at least all the values promoted by the UN, i.e., no values with a moral absolute: (p240 or 273 PDF)
Other sources of change in society exist. These include the diffusion of existing goals and privileges in society, the structural development in society, and the relationship of the United States to the rest of the world. Human capital rather than financial capital is considered urgent; sociological questions about relationships of new technological modes of decision-making to the political structures of society are raised; and there tends to be a shift from the product sector of economy to that of service.
That is BSTEP, and that was almost 50 years ago. I don’t know if you can even imagine how deeply this is embedded in our school system. But that was just one of the steps to bring about global citizens whose entire beings are to protect the state and to sacrifice their lives if necessary to achieve the goal of a cultural Marxist world dominated by the Globalists.
More recently, now that the goals of BSTEP are at, or next to, completion, social justice issue are being inculcated into our school children’s psyches. Besides the issues I mentioned in Part 4 of the Cancel Culture articles, our children are being, literally, brainwashed to accept things that would have been unacceptable to almost every parent even 20 year ago. And it is all to wipe out the student’s moral values and replace them with Cancel Culture vacuity.
Social Justice and multiculturalism are major tools in the Cancel Culture arsenal. In Crimes of the Educators, Samuel Blumenfeld and Alex Newman explain the Common Core standards on multiculturalism:
This is just an iota of the evils perpetrated on the youth of our nation in the desire to achieve a cancelled culture and, thus, bring us to full cultural Marxism.
How do we stop it? Can we? We certainly best try.
The first step would be to shut down the Department of Education. That would take away the total control of education in this country from the globalists running Washington. Next, we need to take back our schools in our towns and cities. Get rid of those school board members who are working for the globalists, and get parents and community residents who believe in the Great American Experiment.
The schoolbooks need to be burned (I never thought I would ever be in favor of burning even one book), but these need to be burned – all but one of each to remind us never to slip into this evil again. This is probably the hardest part, but we could reprint textbooks from the ‘50s for a stop-gap measure until we can get new ones with authentic history, true mathematics, and NO sick and twisted sexual education.
In 2013, along with many other parents, teachers and concerned citizens of Tennessee, I spent days reviewing the ‘proposed’ textbooks for introduction in 2017. I won’t go into the lies and brainwashing that we found in every book; and, yes, we took our findings to the State Legislature to ask them to reject these books. What did we get from it? I believe there were many people who had little or no inkling of what they were going to find in the books; that was good – a wake-up call for some. But, other than that, it was a waste of time – exactly what those promoting the books like to see happen. But, to my original point, those books should burn.
In the short and medium run, every parent who can, should homeschool their children. There are great curricula out there, Ron Paul has an excellent one. And in the meantime, as I said before, we need to take back our schools and watch over them like hawks this time. Nothing will be easy, but we allowed this to happen over 100+ years. We cannot expect to fix it in a day. Or month. Or year.
John Dewey’s Humanist Manifesto
First: Religious humanists regard the universe as self-existing and not created.
Second: Humanism believes that man is a part of nature and he has emerged as a result of a continuous process.
THIRD: Holding an organic view of life, humanists find that the traditional dualism of mind and body must be rejected.
FOURTH: Humanism recognizes that man’s religious culture and civilization, as clearly depicted by anthropology and history, are the product of a gradual development due to his interaction with his natural environment and with his social heritage. The individual born into a particular culture is largely molded by that culture.
FIFTH: Humanism asserts that the nature of the universe depicted by modern science makes unacceptable any supernatural or cosmic guarantees of human values. Obviously humanism does not deny the possibility of realities as yet undiscovered, but it does insist that the way to determine the existence and value of any and all realities is by means of intelligent inquiry and by the assessment of their relations to human needs. Religion must formulate its hopes and plans in the light of the scientific spirit and method.
SIXTH: We are convinced that the time has passed for theism, deism, modernism, and the several varieties of “new thought”.
SEVENTH: Religion consists of those actions, purposes, and experiences which are humanly significant. Nothing human is alien to the religious. It includes labor, art, science, philosophy, love, friendship, recreation–all that is in its degree expressive of intelligently satisfying human living. The distinction between the sacred and the secular can no longer be maintained.
EIGHTH: Religious Humanism considers the complete realization of human personality to be the end of man’s life and seeks its development and fulfillment in the here and now. This is the explanation of the humanist’s social passion.
NINTH: In the place of the old attitudes involved in worship and prayer the humanist finds his religious emotions expressed in a heightened sense of personal life and in a cooperative effort to promote social well-being.
TENTH: It follows that there will be no uniquely religious emotions and attitudes of the kind hitherto associated with belief in the supernatural.
ELEVENTH: Man will learn to face the crises of life in terms of his knowledge of their naturalness and probability. Reasonable and manly attitudes will be fostered by education and supported by custom. We assume that humanism will take the path of social and mental hygiene and discourage sentimental and unreal hopes and wishful thinking.
: Believing that religion must work increasingly for joy in living, religious humanists aim to foster the creative in man and to encourage achievements that add to the satisfactions of life.
THIRTEENTH: Religious humanism maintains that all associations and institutions exist for the fulfillment of human life. The intelligent evaluation, transformation, control, and direction of such associations and institutions with a view to the enhancement of human life is the purpose and program of humanism. Certainly religious institutions, their ritualistic forms, ecclesiastical methods, and communal activities must be reconstituted as rapidly as experience allows, in order to function effectively in the modern world.
FOURTEENTH: The humanists are firmly convinced that existing acquisitive and profit-motivated society has shown itself to be inadequate and that a radical change in methods, controls, and motives must be instituted. A socialized and cooperative economic order must be established to the end that the equitable distribution of the means of life be possible. The goal of humanism is a free and universal society in which people voluntarily and intelligently cooperate for the common good. Humanists demand a shared life in a shared world.
FIFTEENTH AND LAST: We assert that humanism will: (a) affirm life rather than deny it; (b) seek to elicit the possibilities of life, not flee from them; and (c) endeavor to establish the conditions of a satisfactory life for all, not merely for the few. By this positive morale and intention humanism will be guided, and from this perspective and alignment the techniques and efforts of humanism will flow.
Kathleen Marquardt has been an advocate for property rights and freedom for decades. While not intending to be an activist, she has become a leader and an avid supporter of constitutional rights, promoter of civility, sound science, and reason. She is dedicated to exposing the fallacies of the radical environmental and animal rights movements. She has been featured in national publications including Fortune, People, the Washington Post, and Field and Stream, as well as television news programs such as Hard Copy, The McLaughlin Group, Geraldo, and many others. Today, she serves as Vice President of American Policy Center. Kathleen now writes and speaks on Agenda21/2030, and its threat to our culture and our system of representative government.
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© Tom DeWeese
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