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.