Education or Indoctrination?

Part one in this series discussed the school systems' use of guided imagery (spirit channeling), along with psychology and other covert methods to change the values of our children and indoctrinate them into accepting the New World Order (NWO), along with its pagan concepts and occult practices. This attitudianl change program is currently known in some states as Outcome Based Education and (in others) Mastery Learning. There are numerouse other deceptive titles, but the techniques are basically the same. These methods were preiviously known simply as brainwashing, or more eloquently as "thought reform."

Thought reform is best described by T. Chen: "The Chinese term for thought reform, ssu-hsiang kai-tsao, literally means the remaking or the reconstructing of thought. Thought reform is more than thought control, more than suppression of 'erroneous ideas'. It has for a positive aim the remolding of thought to produce new patterns of thinking." 3

A specific thought reform program, presently in use, is the "Anti-Bias Curriculum (ABC)." This program is intended to produce "politically correct" individuals who are conditioned to accept the radical and anti-Christian views of the coming New World Order without "bias or prejudice," e.g., without ethics, values or a conscience (examples of the product of this type of education are as close as your nearest TV. Examine closely the perpetrators of any recent school shooting - there will be more - and notice the total lack of remorse). "Anti-Bias" is defined as, "An active/activist approach to challenging prejudice." 4 (P.3).

The introduction in the teacher's training manual, "Anti-Bias Curriculum: Tools for Empowering Children," clearly states that, "It is value[s] based..." It goes on to warn that, "...because at heart anti-bias curriculum is about social change, it may meet with resistance..." "The point to remember is that an anti-bias approach is integrated into rather than adding onto existing curriculum." (P.8) "If teachers are to do educational work that may be new and controversial, they set themselves up for failure if parents are not included." (P.97) This sounds as if the parents are to be made fully aware of their child's indoctrination. But on the same page the manual goes on to state: "With parents who disagree, tension occurs. however, respecting parents does not necessarilly mean aquiescing to all their beliefs." As seen, the manual clearly directs teachers to disregard the values and ethics of parents, and to use covert methods in the classrom to undermine those parent's beliefs.

Following are some examples of some of the "family values" that an "ant-bias curriculum" promotes. In the classrom tthere should be, "Images of diversity in family styles: single mothers or fathers, extended families, gay or lesbian families (families with two mothers or fathers)." (P.12) Teachers are encouraged to, "Read books about different ways families are organized: "...gay or lesbian families (two daddies or two mommies). (P.53) The teacher's resource list of children's books on pp. 120-125 suggests such wholesome books as, "Jenny Lives With Eric and Martin," described as, "a sensitive portrayal of a gay family, "Your Family, My Family," which shows a lesbian family among many kinds of families," and "Jessie's Dream Skirt," about a "boy [who] dresses up in a skirt and faces teasing from his classmates," but who is supported by a "teacher who is male and Black." 4 the ABC Teacher's Manual is designed for use with children from 2 years old and up.

The promotion of sodomy in the manual would not be of such great concern, except for the following (given at the 1993 gay and lesbian March on Washington) by Michael Swift of the Organization of Gay and Lesbian Teachers, "We shall sodomize your sons, emblems of your feeble masculinity. We shall seduce them in your schools..." 5

Parrallel to the military's position on sodomites, schools also have a "don't ask, don;t tell" policy. During the "march," a list was presented with "demands" that included "Full inclusion of lesbians, gays, bisexuals, and trans-genders in education, child-care, and school counseling programs. The availability of contraceptives and abortion to all ages. And, forbidding religious based concerns regarding homosexuality from being expressed." 5 Most of these "demands" have now become a reality in many states. remember, this diabolical list was presented by teachers belonging to the "strong>Organization of Gay and Lesbian Teachers. Does anyone out there still believe there isn't a "gay agenda?"

"For this cause God gave them up unto vile affections:
for even their women did change the natural use into that
which is against nature: And likewise also the men, leaving
the natural use of the woman, burned in their lust one toward
another; men with men working that which is unseemly, and receiving
in themselves that recompence of their error which was meet."
Romans 1:26-27

Shaping, or re-shaping a child's values to accept the abomination of sodomy as "normal" and "without bias" is but one area an "anti-bias curriculum" covers. In further opposition to Biblical principles, the curriculum guide warns teachers to, "beware of using the large number of books that assume readers are Christian." (P.12)

"In an anti-bias curriculum all religious beliefs are treated with acceptance... no one has the right to tell other children that one way is better than the other." (P.66) In the real world, there is only one way to salvation, and only one group knows and accepts this. There is a reason that much pressure has been placed on excluding Christian literature and Christian influences from school children. Christians are not intended to be a part of the "New Age" that is "dawning," and New Agers (occultist) have no intention of allowing unadulterated Christianity into the "New World."

"Biblical Christianity is the common enemy of both secular humanism and the New Age movement." 6

"The New Age includes the dark as well as the 'beautiful' side of evil. The mind behind the mask hates God and everything He represents." 7

In the New Age, "Two groups will be singled out for persecution: Christians and Jews... Some [New Age] writers speak candidly of Christians as the cancerous tissue that must be cut out for the healing of planet earth." 8

This is the real agenda behind the "anti-bias curriculum;" alienate Christian children from their roots and divert children from other backgrounds away from finding the truth for themselves, e.g., by indoctrinating them into the pagan customs of ecumenism (spiritual unity - the unification of all counterfeit religions), pantheism (all is god and god is all), and the various esoteric and occult practices of New Agers (Guided Imagery, Science of the Mind, Transcendental Meditation, Yoga, Witchcraft, Centering, Psychology, Reincarnation, Channeling, Biofeedback, holistic Health and Medicines, Nature Worship,, Visualization, Hypnosis, Metaphysics, Zen, etc., etc., ad-infitum).

By utilizing an Anti-Bias Curriculum, activities that would normallt teach some kind of virtues are replaced by so-called "alternatives" such as Halloween (an ancient Druidic festival). The "ABC Manual" describes a teacher's presentation over a period of two weeks with a group of 4 to 6 year olds: On day 1, the question is posed, "What do you think about witches?" the children's response is, "Bad, ugly, old." (The teacher now begins the act of thought reform.) She states: "Many people do think that. What I now is that the real women we call witches weren't bad. They really helped people. Maybe you know about some good witches too?" She then goes on to say, "They healed people who were sick or hurt. (The children start talking about doctors.)" The teacher then states, "yes, the healers were like doctors." Then, she "reads the children a story she has written and illustrated." 4

Note two things. First, the teacher desensitizes the group of children by renaming witches (who, as the children correctly stated, are "bad") as "healers" (this conditions the children's thinking to associate something formerly understood as evil with something they perceive to be positive or good, e.g., doctors). And, secondly (with the endless supply of books available on the subject of witches, etc.), she reads "a story she has written." Within the detailed and descriptive account of this activity, the contents of the story is not stated.

next, the teacher "brings in a number of different herbs." After the group discusses "what they think they could use them for," the teacher "tells them briefly about how herbs have really been used to help people." Among the activities the teacher sets up for the children to do over the next week is a "witch-healer table, where the children can make their own potions..." After a week of these activities the teacher "has another brief discussion with the children about witches. 'What do you now think about witch-healers?' she asks. The concensus is that witches fell into two categories. Some were bad, some good. So although the activities don't completely change the children's minds, they do stretch thinking by creating a category of 'some good witches.'" (P.90)

Additional activities include a "chant" that "is usually accompanied by hand movements" (rooning - occult hand symbols), and "stories about healers from other cultures, including...'witch-doctors.'" (pp.90-91) ["In primitive Africa and South America, the witch doctor functioned as a mediator between the tribe and demonic spirits."7a] A different teacher introduces "Winter Solstice" (a pagan celebration of Sol, the sun-god 9), and another states that her "goals are to expose Christian children to other important December traditions." (P.92)

The Halloween example implicitly reveals how the children's values were changed from all witches being "bad," to "some good" by simply relabeling the evil - witches became "healers." These activities also introduced the children to occult practices and pagan philosophies.

"One of the biggest advantages we have as New Agers is, once the occult, metaphysical and New Age terminology is removed, we have concepts and techniques that are very acceptable to the general public. In so doing, we open the New Age door to millions who normally would not be receptive." 10

"Woe unto them that call evil good, and good evil;
that put darkness for light, and light for darkness;
that put bitter for sweet, and sweet for bitter!
Woe unto them that are wise in their own eyes,
and prudent in their own sight!"
Isaiah 5:20-21

Unfortunately, I have met and worked with some of the collaborators of the Anti-Bias Curriculum text. This experience has revealed, to me, that New Age teachers, educational reformers and leaders are not evil, per se, but are demonically deceived and in dire need of intercessory prayer. Pray for them that the demonic deception be lifted from their minds, and they not only see the error of their ways, but also repent and accept the Lord, Jesus Christ, as their Saviour. If you're not a Christian, then confirm and consider the following Bible verses found in the New Testament:

1. Romans 3:10 - As it is written, There is none righteous, no, not one:

2. Romans 3:23 - For all have sinned, and come short of the glory of God;

3. Romans 5:12 - Wherefore, as by one man sin entered into the world, and death by sin; and so death passed upon all men, for that all have sinned:

4. Romans 5:8 - But God commendeth his love toward us, in that, while we were yet sinners, Christ died for us.

5. Romans 6:23 - For the wages of sin is death; but the gift of God is eternal life through Jesus Christ our Lord.

6. Romans 10:13 - For whosoever shall call upon the name of the Lord shall be saved.

7. Romans 10:9-10 - That if thou shalt confess with thy mouth the Lord Jesus, and shalt believe in thine heart that God hath raised him from the dead, thou shalt be saved. For with the heart man believeth unto righteousness; and with the mouth confession is made unto salvation.

If the Word of God has convicted your heart and the Holy Spirit moves you, then cry out to God to save you.

All Biblical quotes are from the King James Version.

(1) Bloom, Benjamin (1981)"All Our Children Learning" - quoted by Dennis Cuddy (1994) in "America 2000/Goals 2000 - Moving the nation educationally to a 'World Order.'" (P.10) Illinois: Citizens for Academic Excellence.

(2) Rugg, Harold (1993) "The Great Technology" - ibid (P.60)*note: Rugg is the author of fourteen (14) social studies textbooks.

(3) Chen, T. (1960) "Thought Reform Of The Chinese Intellectuals" (P.73) London: Oxford University Press.

(4) Derman-Sparks, Louise (1989) "Anti-Bias Curriculum: Tools For Empowering Young Children" Washington, D.C.: National Association For The Education Of Young Children (NAEYC).

(5) Jeremiah Films (1995) "Gay Rights/Special Rights" - Video - P.O. Box 1710, Hemet, California 92546

(6) Berry, Harold (1998) " What They Belive - -New Age Movement" (P.15) Nebraska: Back To The Bible

(7) Kjos, Berit (1990) "Your Child And The New Age (P.146) Illinois: Victor Books

(7a) ibid (P.147)

(8) Lutzer, Erwin (1990) "Coming To Grips With The Antichrist's New Age Roots" (PP.34-35) Chicago: Moody Press

(9) Haff, Charles, & Woodrow, Ralph "The Truth About Christmas" (P.27) California: European-American Evangelistic Crusades

(10) "Infiltrating The New Age Into Society" (1986) "What Is" - Magazine - Vol. 1, No.1 (P.14) - Quoted by Dr. Cathy Burns in "Questions And Answers About The New Age Movement" (PP.12-13) Pennsylvania: Sharing

[All bold emphasis added by author]