The Revolution the Globalists Yearned For

How the main stream media sell lies, the people are co-opted and the globalists tighten up their grip

By Luis R. Miranda
The Real Agenda
February 5, 2010

Let me go straight to the point. Glenn Beck is not a patriot or anything close to it. Beck is a PR machine used to sell advertising on Fox News. Like him, there are many other ones in the main stream media, just as there are many pundits who bend the truth as they see fit. So why is Glenn Beck speaking somehow truthfully and precisely about what’s happening in Egypt?

Many people in the world have woken up to reality, and during that awakening they turned down the lies and disinformation the main stream media offers. So the dinosaur media employs a ‘new tactic’. Such ‘new tactic’ involves seeming patriotic and telling viewers, readers and listeners some truths, which they then surround with lots of false or partly false information. This is done in an attempt to rescue themselves from the hole they have fallen into since people no longer trust them.

In the reporting or discussion of any issue, the main stream media tell people 10 percent of the truth and the other 90 percent are filled with lies. That is where the trap is. It is a psychological operation to gain back the trust of the audience, but most people don’t see it or understand it that way. The media know who the audience is, how they think and how to reach out to them. They employ the sweetest combinations of words to attract and maintain their usual followers and try to get new ones everyday.

This is why Glenn Beck and others sometimes tell people the whole truth, only to tell them the complete opposite a day or two later. Examples of this are needless as anyone can see it not only on Fox, but also on CNN, MSNBC, CBS, ABC and popular newspapers and magazines that mask their agenda with cute faces, smart looking hosts and slick studios. But the overall goal is to sell lies. Make no mistake about it.

Exactly as Glenn Beck presented it on his show, the situation in Egypt today is a carbon copy of what happened in Iran in 1979. But no one seems to understand it fully well, because no one cares enough. No one remembers Iran in 1979. Unrest in the middle east is endless and older than my grandparents. But it is important to learn what sparks such unrest, violence, persecution and destruction. Let’s just cite a few reasons why unrest takes place: economic sanctions, commercial tariffs, austerity measures, hunger, war, oppression, corruption, slavery, you name it.

The world is not about to be dominated by a few hands like Beck pointed out in one of his shows. It has been in the hands of a handful of people for at least a century. The media does not get it, says Beck. Another lie. The media gets it well, they just don’t tell you. Beck as well as other talking heads know that if the media told the masses how things really work, we would see Egypt’s situation repeating itself not only in the middle east, but everywhere else. Indeed, Egypt’s revolution may have started as a righteous movement to dethrone a dictator, but it certainly hasn’t evolved as such.

Beck is right to say that the conflict in the Middle East is about destroying the West, but hasn’t it been always about that? Haven’t the western military and economic powers through their military industrial complex always fired up conflict in the East to have an excuse to fill their pockets with money and amass control of the resources and the people? Nothing new here then.

Why does the East allegedly hates the West?

The East doesn’t hate the West. That is another lie Glenn Beck managed to sneak in. The globalists hate both the East and the West, and they want to set them both on fire so they achieve full control of both hemispheres, as they planned originally. The conflict between civilizations has always been spurred by small groups of people seeking to advance empires and amass control while oppressing the people. So the citizens of the East do not hate the citizens of the West. The puppet dictators of the East hate their eastern folks, because they sell their lives to the controllers in the West. The puppets of the West also hate their folks, because they also sell their people to the globalists. All the religious and cultural conflict is caused by the introduction of fallacies people happen to believe, such as social justice, multiculturalism and religious radicalism and by phrases like “you are either with us, or you are with the enemy”.

Beck has the boldness to blame the progressives for this disaster that has been going on for longer that what any progressive could imagine. Tyranny and corruption is not a progressive feature, it’s a historical goal of the globalists. In order to achieve it, they employ different names, policies and more important than that, they employ different social groups, religions and puppets who follow different ideologies. This way they can always tie all the knots. The same policies Beck describes as originated in the progressive movement, were also produced and executed by alleged conservatives. Both of these groups produced them and executed them, because they are both controlled and co-opted by globalists and globalist organizations and foundations.

Glenn Beck correctly asserts that much of the hatred from the East is caused by western hypocrisy, especially American hypocrisy. In part this is true. The only BUT is that it has not been American or Western hypocrisy. The United States as well as other G-8 and G-20 nations are all directed by puppet governments that carry out the plans of the globalists. Therefore, the people responsible for such hypocrisy are the globalists in control, not the Americans, French, British, Germans or Greek people. This is the difference between Beck’s way of assigning blame and actually seeing behind the curtain and recognizing the puppet masters.

Credit is due to the main stream media because they have been able to maintain the puppet masters hidden behind that curtain. Just as Glenn Beck tried to do on his show on January 31, the corporate media specializes in lying with a straight face. And no one can have more of a straight face than Beck himself when he lies. While detailing what he called the coming insurrection, Beck criticized Mubarak for torturing, kidnapping, spying on, oppressing and abusing the Egyptian people. He did not speak up, though when George W. Bush -another puppet president- did exactly the same during his

eight-year reign of terror. However, the sham is over. Many people learned to see through the lies and disinformation to recognize that their oppressors do not live in their countries. They also learnt that the economic and political agendas that have caused their misery and pain along with the death of thousands or millions of their people are ordered from abroad. They don’t want another puppet, they want to take it upon themselves to build the country they want for themselves and their families. But the only way to achieve this is liberating themselves from the chains that have kept them from being free.

As Ron Paul has pointed out, it is the American occupation of the Middle East what has served as a great excuse for the formation of radical groups, many of them supported by the very same western powers that claim to be heading the fight against terrorism. Among them, the Muslim Brotherhood, a creation of British intelligence agencies.

Civilization wars are not due to the fact some are free and prosperous and others aren’t. The bloodiest wars in history were not due to religious diversity, but how religious differences and religious movements have been used to create hatred among the people.

The military industrial complex, has created and propelled dictators of all colors and shapes into power for centuries and its members and pundits have done everything but confess it in public. Zbigniew Brzezinski, not only showed his concern about the rise of the people worldwide against the globalist agenda, but also admitted he personally was responsible for the creation of eastern dictators. Mao Tse Tung was taken to power by globalists and so was Adolf Hitler. The number of deaths due to the policies and persecution these two tyrants carried out are conservatively counted today by the tens of millions.

Currently, the globalist-controlled United States supports dictators in Egypt, Saudi Arabia, Tunisia, Yemen, and puppet presidents in all of Latin America, Europe and other regions of the world. Support to these dictators and puppet presidents are given in a diversity of ways. Egypt receives billions of dollars a year, much of it in military aid. Yemen gets a big chunk of USAID’s budget, too. A lot of it, says the organization, is for programs related to ‘peace and security’. And when the aid does not go in the form of cash, as in Saudi Arabia’s case, it is planned and delivered through arms treaties.

Egypt 2011 is Iran in 1979

Let’s explain this as clearly as possible. Egypt’s revolution going on today is a copy of what happened in Iran in the late 1970’s. Hosni Mubarack is a puppet of the international crime syndicate known as the globalists. The globalists are a group of corporate corrupt personalities who control almost every aspect of our lives today. They have achieved this by creating and imposing a scheme to have a planned controlled economy, with planned controlled development, growth, education -or should I say planned training- among other things. This planned scheme allowed them to maintain and tighten control over politics, economics, monetary and fiscal policy, research and use of natural resources, birth control, entertainment, and of course news media.

Just as it wasn’t in Iran in 1979, the conflict developing all over the Middle East is not about democracy. It is the same scenario that played out in Iran, where students were cheated into supporting a revolution, but not the people’s revolution. The Iranian revolution wasn’t about freedom either, and its current state is a faithful example of that. Before looking the way it does today, Iran was one the United States strongest allies, just like Egypt is today. Jimmy Carter even spent time toasting with the Shah of Iran in a photo-op that represented how prosperous Iran was. The Shah was a dictator and a puppet, just as Mubarak is today. He tortured and oppressed thousands of people. Just as it happens in Egypt today, student groups lifted the revolution and established a so called moderate regime.

So let’s see… In both cases, the revolution was led by co-opted students. In both cases they wanted to end the reign of a brutal dictator and in both cases they achieved none. In fact, they ended being more oppressed the ever before. In the case of Iran, a month after the revolution for ‘freedom’ was completed, the U.S. decided the Shah wasn’t working out and islamist religious extremists took over power with the Ayatollah Komeni at the head. From that revolution emerged the hostage crisis at the U.S. Embassy, where at least 60 people were held for over a year.

Back to 2011 now. The solution the U.S. has been cooking for a couple of years is to install Mohammed ElBaradei as the saviour of Egypt. The new puppet who will do the due diligence of the globalists, just as Mubarak did. Likewise the puppets in Jordan, Morocco, Sudan, Pakistan and Afghanistan do today. Just as Barack Obama does it in the United States and Inacio Da Silva did it up until January in Brazil.

Today, along with Egypt, countries like Algeria, Morocco, Libia, Sudan, Jordan, Syria and Pakistan exhibit popular revolutions. All of them are governed by dictators, who puppet U.S. governments have sponsored through the years. Why is then the very same U.S. now trying to end those regimes? Because globalists are the least trustworthy people that exist out there. They stop at nothing to advance their agenda. They will take out whoever they need to in order to increase their control and their wealth.

The very same people in power are the ones causing and co-opting the so called insurrection in Egypt, Yemen, Turkey, Jordan, Saudi Arabia and other countries around the world. They have always used popular movements to bamboozle people into bringing about ‘change’. This is clearer in areas of the world where people are tired of being slaves, but do not know how to pursue real change. That change is not understood by the masses, who simply go along with the sham. Ideas like social justice and equality are only lies that are planted to attract people’s attention. In reality, the goal is to establish a communist system based on wealth re-distribution. But that wealth will not end in the hands of those who need it most. Quite the opposite. It will end in the hands of the globalists themselves. These globalists control it all from abroad, where they can never be seen or held accountable. Until now.

Late in 2010, people in France, Greece, Ireland and Italy had expressed their anger on the streets regarding their goverments’ austerity plans, job and salary cuts as well as the confiscation of public and private pension funds.

What does the globalists’ hatred entail?

It is the globalist hatred towards the people, real capitalism and free markets which has destroyed a system that although imperfect, could have been improved to enhance living conditions for many more millions of people. But the deregulation policies allowed the globalists to do as they pleased and their greed grew out of control. So why would the globalists want to effectively collapse the world by ‘setting fires’ all over Africa, the Middle East, Europe and perhaps Asia? That is not the right question to ask. The right question is, why wouldn’t they? It would give them the perfect excuse to launch their long awaited military assault on the populations and the imposition of martial law, curfews, militarization of basically every single corner of the planet under the pretext of national security or international security. They could ban traveling, commerce and in fact halt all economic activity. All in the name of peace and security, of course. Under the START Treaty, the world’s army could finally be shipped out to carry on with their mission to maintain ‘peace and security’ wherever it’s needed, and through the emergency clause make every single nation hand out their weapons to the United Nations.

Additionally, they could ram through their new regulations regarding food production, energy usage -with smart grid technology-, global warming laws, an official ban on certain speech, the establishment of free speech zones, further regulation and control of the main stream media, censorship of alternative media, and so on. As things stand now, food prices have increased -only in the last year- up to 3.4 percent in many countries of the western world. Food of course is one of the globalists’ favorite tool to enslave people. Hunger is one of the reasons why many poor and middle class citizens have risen up. Whoever controls food production and distribution holds the rest hostage. The push for a centralized harmonized set of standards under Codex Alimentarius give almost complete control to governments when it comes to producing food, while banning small farm production, use of supplements and alternative medicine.

Under recently approved energy laws, countries whose governments support the carbon emissions scam, mandate that people use a certain amount of energy, impose restrictions on several kinds of energy production, charge taxes and fees on small and mid-size businesses according to the type of energy they use, and in other cases obligate them to purchase carbon credits. With the new system being pushed now, governments will use smart greed technology to regulate how much energy citizens and small businesses use, while exempting large corporations. Government grants will facilitate the purchase and installation of smart meters governments will remotely control to decide who can use energy, how much of it and when. Security professionals have questioned the use of these meters, but the bureaucracy has found a way around criticism to carry out the imposition of the meters.

If you happen to be one of those who hates government intervention, or simply prefer to maintain your privacy intact, you’re out of luck, too. Protesting against government control of everything will get harder by the day. Free speech is another of our rights that may turn into a luxury. As we have witnessed in North America, Latin America, Africa and the Middle East, dictators and globalists don’t like public opposition. They, therefore, have established the so called ‘free speech zones’ at colleges and universities as well as on city streets. These are areas mostly out of everyone else’s sight and mind, turning public protesting innocuous. Those who dare not abide by the illegal new speech rules are immediately quiet down by pepper spray, police dogs or sound canyons.

Free speech wouldn’t be curtailed completely unless the government controlled the main stream media. How do they do that? Not by sending a pack of goons to take over the broadcasts, radio waves or printing presses. Simply by bailing them out with taxpayer money. And when it comes to the alternative media such as blogs, news websites, small production companies and anyone else for that matter, they’ve been working on the famous internet ‘kill switch’. As early as last September, engineers as well as security and privacy advocates warned about a bill circulating in the U.S. Congress that would effectively impose internet censorship. The bill known as the Combating Online Infringement and Counterfeits Act was sponsored by members of both the Republican and Democratic parties. “If this bill had been law five or 10 years ago, there’s a good chance that YouTube would no longer be around,” said Peter Eckersley, senior staff technologist at the Electronic Frontier Foundation. The bill has nothing to do with copyright infringement, of course, but with government control of the internet and censorship of anyone the bureaucrats deem ‘dangerous’. This bill, approved by the Senate’s Judiciary Committee with a vote of 19-0 never received a full vote, but it will eventually come back around, just as the Cybersecurity Act did.

So what can we take out of all this?

First, be prepared. Be self-sufficient. Don’t expect your government to come to your aid when you need food to eat, water to drink and energy to survive a chaotic situation. The bureaucrats simply won’t come. Governments, especially big governments, are unable to help everyone when disasters, chaos, violence and unrest spark. In many cases, governments themselves -at the behest of the globalists- cause all that unrest and chaos and more often than not, they don’t even intend to help the people in need. Being prepared is key to surviving any difficult situation. Being proactive, not reactive, is the solution. So, be self-sufficient. Don’t wait until grocery stores run out of food to start storing non-perishable goods. Some stores are already out of food due to skyrocketing oil prices, artificial scarcity and artificial currency instability. Be independent. Have your own or a communal water well. Organize small neighborhood groups to support each other. Your family’s chances of making it through a crisis and to successfully deal with food and water scarcity are yours to improve. It takes only weeks for hungry people to become violent when food and water are scarce or absent. It takes only months for desperate people to kill others in order to survive. Finally, by no means think that what is going on in the Middle East today cannot happen where you live tomorrow. That would be the biggest mistake you could ever make.

Experimentation with Minorities

The Deliberate Dumbing Down for the Planned Economy

By Charlotte Iserbyt

Location of Some Important Entries Documenting the Deliberate Dumbing Down of America and especially the Use of Minorities to Restructure Education from Academics to Perfomance-Based Education … taken from “The Deliberate Dumbing Down of America…A Chronological Paper Trail” — Charlotte Iserbyt The following information (partial list of entries taken from 700+ page book!) will help the reader locate those key entries which document the experimentation on minorities over the past century in order to restructure education from academics to global work force training. Such training has been planned ultimately for all Americans, with exception of 10% elite (future world leaders) who will receive
a traditional academic education, with a global government brainwash orientation. The change agents knew they could get away with using the minorities who were not in a position to successfully challenge their activities.Planned Economy

While reading these entries please keep in mind the endless promises to the minorities, the multi billions of tax dollars geared to “help” minorities, the use of Skinnerian mastery learning/OBE/direct instruction on minorities, and the resulting decline in test scores for those inner city children upon whom the change agents experimented. It becomes obvious that
academic success was never intended for the minorities. The minorities were experimented on (used) very simply in order to change the traditional system, the fundamental structure of American education, from one based on content which stressed academics, competition, excellence, and a focus on the importance of the individual’s pursuit of knowledge for his own sake, thereby allowing him upward mobility, to one based on performance/outcomes… what is good for the group/state/global economy (the corporate fascist partnership between the corporations and the public schools to benefit the global economy.

This radical change focuses on individualized “training”, not education, in narrow work force skills … “limited learning for lifelong labor.” … commonly known as the performance-based School to Work Agenda. It is important to remember
that while animals can be trained, only human beings can be educated. Aristotle said “Educated men are as much superior to uneducated men as the living are to the dead.” (384-322 B.C.)

Although many Americans consider the past 100 years of reform/restructuring to have resulted in moral and academic chaos, those change agents at the United Nations/national/state/university level, whose goal is to implement a global planned economy (world government) are pleased with their success in turning our once superb system of education
on its head by making it outcome/performance based. In order to restructure, one must first destructure (destroy). Kentucky and Philadelphia are good examples with the lead change agent, Carnegie Corp.’s David Hornbeck, at the helm.
It is also important to keep in mind that when the present U.S. Department of Education speaks of scientific research based education it is referring to the controversial Pavlovian aninmal training mastery learning method, the label of which has changed frequently, in order to cover up its disasters… from mastery learning to outcomes based education to the
present “direct instruction”, all of which reside under the umbrella of Effective Schools Research which was first piloted in Jackson, Mississippi schools.  The following entries relate primarily to experimentation on minority children. They represent but a small percent of entries related to the larger subject of the deliberate dumbing down and creation of moral chaos which has effected all children in the nation’s public schools and which is extensively covered in my book. The author plans on writing a separate paper documenting the deliberate creation of moral chaos played by change agents associated with the United Nations, the U.S. Dept. of Education, universities and in our state and local governments.  Page numbers are in bold print. PAGE 9, John D. Rockefeller, Jr.’s Director of Charity for the Rockefeller Foundation,
Frederick T. Gates, set up the Southern Education Board in 1913 (later known as the General Education Board.) Excerpts from “The Country School of Tomorrow” are most revealing and include one in particular: “In our dream, we have limitless resources, and the people yield themselves with perfect docility to our molding hand. The present educational
conventions fade from our minds; and, unhampered by tradition, we work our good will upon a grateful and responsive
rural folk.” PAGE 14, A DELIBERATE MATH “DUMB DOWN” WAS DISCUSSED IN 1928.

Mr. O.A. Nelson, an educator, was informed at a meeting of the American Association for the Advancement of Science,
that math instruction would be changed so it couldn’t be applied to life situations when students get out of school. This was the New Math which was introduced much later in 1952.  Nelson related that this discussion took place at a private meeting at which Dr. Zeigler, a member of the Council on Foreign Relations, Dr. John Dewey, and Edward Thorndike, who
experimented with chickens, were present, and that the aforementioned persons were paid members of the Communist Party.

PAGE 20, THE EIGHT-YEAR STUDY, 1932, with funding from the Carnegie Corporation and the General Education Board (former Southern Education Board), was foundational to outcome-based education and proposals to remove
the Carnegie Unit ( number of credits in math, science, English, history, etc. required to graduate), all necessary requirements for the present school to work agenda.

PAGE 23, “CONCLUSIONS AND RECOMMENDATIONS FOR THE SOCIAL STUDIES,” 1934, funded by the
Carnegie Corporation, and carried out by the American Historical Association. Prof. Harold Laski, a philosopher of British socialism, said of this report: “At bottom, and stripped of its carefully neutral phrases, the report is an educational program for a ‘Socialist America’.”

This report said in part: “Cumulative evidence supports the conclusion that in the United States as in other countries, the age of laissez faire in economy and government is closing and a new age of collectivism [socialism/communism] is emerging. The implications for education are clear and imperative: (a) the efficient functioning of the emerging economy and the full utilization of its potentialities require profound changes in the attitudes and outlook of the American people,
especially the rising generation—a complete and frank recognition that the old order is passing, that the new order is emerging. Organized public education in the United States, much more than ever before, is now compelled, if it is to fullfill its social obligations, to adjust its curriculum, its methods of instruction, and its administrative procedures to the requirements of the emerging integrated order.”

PAGE 34, UNITED NATIONS CHARTER BECAME EFFECTIVE ON OCTOBER 24, 1945. Playing an important role in the creation of the United Nations was the United States Chamber of Commerce which would assist in moving the member
states’ education systems from classical academicoriented subjects to work force training using the performance-based Skinner/Pavlovian mastery learning/direct instruction method.

PAGE 72, ELEMENTARY AND SECONDAY EDUCATION ACT (ESEA) OF 1965 WAS PASSED BY CONGRESS, marking the end of local control and the beginning of the nationalization and internationalization of education in the United States. Use of goal setting, and systems management, PBS and MBO for accountability purposes would be totally funded by and directed from the federal level. ESEA targeted low income/minority students for experimentation with Skinnerian
“basic skills’ programs; i.e., Follow Through (mastery learning/direct instruction), Right-to-Read, Exemplary Center for Reading Instruction, etc. The Behavior Science Teacher Education Program was also funded which initiated the change of teacher from instructor of content to facilitator/behavior modifier (performance-based education). Professor Bloom defines good teaching as “challenging the students’ fixed beliefs.”

PAGE 78-80, “LEARNING AND INSTRUCTION, A CHICAGO INNER CITY SCHOOLS POSITION PAPER”, JUNE,
1968, deals with one of first mastery learning experiments. See especially quote on page 79 starting with “The following is an excerpt from an article published in Education Week, March 6, 1985 entitled’Half of Chicago Students Drop Out, Study Finds: Problem Called Enormous Human Tragedy’.”

PAGE 82-83, “THE FOUNDATION MACHINE” BY EDITH KERMIT ROOSEVELT, December 26, 1968 issue of The Wanderer. An excerpt from this entry says: Even now the Carnegie Corporation is facing protests from parents whose
children are exposed to the textbooks financed by the foundation under its “Project Read.” This project provides
programmed textbooks for schools, particularly in ‘culturally deprived areas.’ An estimated five million children throughout the nation are using the material in the programmed textbooks produced by the Behavioral Research
Laboratories, Palo Alto, California. These foundation-funded books reveal a fire pattern that amounts to an incitement to the sort of arson and guerilla warfare that took place in Watts, Washington, D.C. and elsewhere.  On one page in the series we find a torch next to a white porch. The caption reads invitingly, “a torch, a porch”. Further along there is a picture
of a man smiling while he holds a torch aloft. The caption beneath it reads: “This man has a t_rch in his hand.” The
children are required as an exercise to insert the missing letter to fill in the word torch.

The next picture shows the burning torch touching the porch, with a caption, “a torch on a porch.” Thus, the children
are led in stages to the final act that suggests itself quite naturally…Tragically these young chidlren are being indoctrinated with a pattern of anti-social ideas that will completely and violently alienate them from the mainstream of American middle-class values.”

APPENDIX VII, A-32-34, Excerpts from article in Phi Delta Kappan entitled “Performance-Based Teacher Education”, by Stanley Elam. 1971, especially para. 2, 3 and 4. Elam says in part: “The American Association of Colleges for Teacher Education is pleased to offer to the teacher education community the Committee’s first state-of-the-art paper on performance-based programs.”  He also says: “Probaby the roots of Performancebased Teacher Education lie in general
societal conditions and the institutional responses to them characteristic of the Sixties. For example, the realization
that little or no progress was being made in narrowing wide inequality gaps led to increasing governmental
attention to racial, ethnic, and socio socioeconomic minority needs, particularlyeducational ones.”

Iserbyt comment: Thus the change agents whose primary goal was to change our system from academics to work force training, using mastery learning/OBE/direct instruction, found their justification to do just that. They laid the reason for this important change in teaching method at the feet of the minorities since there was no other way to get approval for such
a radical change from the population at large!

PAGE 134-134, PROJECT INSTRUCT, ANOTHER MASTERY LEARNING PROGRAM, was approved for dissemination throughout the nation by the U.S. Office of Education, May 14, 1975. The final evaluation stated that “The intent and emphasis in 1970 was on behavioral indices and concrete ways of showing accountability; and the data would suggest that the reading of the students themselves may not have increased, but the impact of Project INSTRUCT in the Lincoln, Nebraska Public Schools seems to be very extensive and influential.”

PAGE 146-147, THE WASHINGTON POST, AUGUST 1, 1977, COMPETENCY TESTS SET IN 26 SCHOOLS: NEW
CURRICULUM SHIFTS TEACHING METHODS IN DISTRICT”. This entry regarding the wholesale experimentation
on the District of Columbia’s children is shocking. The Assistant Superintendent involved in this experiment, Guines, said
in part “The new curriculum is based on the work in behavioral psychology of Harvard University’s B.F.Skinner who developed teaching machines and even trained pigeons during World War II to pilot and detonate bombs and torpedoes.”

PAGE 155-156, EDUCATIONAL LEADERSHIP, NOVEMBER 1979, “MASTERY LEARNING: THE CURRENT STATE OF THE CRAFT”, BY PROF. JAMES BLOCK in which he says: “Entire school districts throughout North America (Chicago, Denver, D.C., New Orleans, Vancouver) are actively testing the value of Mastery Learning for their particular educational
situation.”

PAGE 171, ALL OUR CHILDREN LEARNING, PROF. BENJAMIN BLOOM, 1981.  “In an attempt to maximize curriculum
effectiveness…curriculum centers throughout the world have begun to incorporate learning for mastery instructional strategies into the redesign of curriculum.”  Iserbyt comment: This is proof that mastery learning is international (UNESCO)) training system.  In this book Bloom also stated “The purpose of education is to change the thoughts, feelings, and actions of students.”

PAGE 183, “REGULATED COMPETITION IN THE UNITED STATES”, 1981, speech delivered by Harvard Professor and Council on Foreign Relations member Anthony Oettinger before a Northern Telecom Worldwide Corp. meeting. Prof.
Oettinger said, in part: “The present ‘traditional’ concept of literacy has to do with the ability to read and write. But the real question that confronts us today is: How do we help citizens function well in their society? How can they acquire the
skills necessary to solve their problems?…It is the traditional idea that says certain forms of communication, such as comic books, are ‘bad.’ But in the modern context of functionalism they may not be all that bad.”

PAGE 182, WILLIAM SPADY, “THE FATHER OF OUTCOME BASED EDUCATION” made the following statement during a conference held at the U.S. Department of Education in 1982 (attended by this writer).  “Two of the four functions of Mastery Learning are: Extra: whole agenda of acculturation, social roles, social integraton, get the kids to participate
in social unit, affective (attitudes, values and beliefs, ed.); and Hidden: a system of supervision and control which restrains behavior of kids; the outcome of the hidden agenda should be the fostering of social responsibility or compliance.”

APPENDIX XXVI, A-159-166. “SHAMANISTIC RITUALS IN EFFECTIVE SCHOOLS”, BRIAN ROWAN, APRIL
1984, produced under U.S. Dept. of Education contract, in which Rowan states: “The ritual is particularly suited to
application in urban or low performing school systems where successful instructional outcomes among disadvantaged students are highly uncertain but where mobilized publics demand immediate demonstrations of success. The uncertainties faced by practitioners in this situation can easily be alleviated by what scholars have begun to call ‘curriculum alignment.’ Also, “Student variability in performance can be reduced, and relative performance increased, not by changing instructional objectives or practices, but simply by changing tests and testing procedures.”

Iserbyt comment: This is Teach to Test which is being implemented nationwide under the Leave No Child Behind legislation. Rowan was also involved in the infamous 1984 Spady Utah OBE grant.)

PAGE 215, GRANT APPLICATION, 1984, FROM FAR WEST LABORATORY FOR EDUCATIONAL RESEARCH to
the U.S. Department of Education for “Excellence in Instructional Delivery Systems: Research and Dissemination of Exemplary Outcome-Based Programs”, was approved by Secretary T.H. Bell. William Spady and Brian Rowan (above) carried out this project the intent of which was “to put outcome-based education in place, not only in Utah but in all schools of the nation.”

PAGE 227, Education Week, August 28, 1985, “Proponents of Mastery Learning Defend Method after Its Rejection by Chicago” in which Prof. James Block states “he doesn’t know of any major urban school system in the United States that has not adopted some kind of mastery learning program.” (Iserbyt comment: This proves that urban schools were targeted
for implementation of the failed mastery learning method.)

PAGE 229, U.S. President Reagan and Soviet President Gorbachev signed an agreement in 1985 calling for cooperation in the field of science and technology and additional agreements in other specific fields, incuding the humanities and social sciences; the facilitation of the exchange by appropriate organizations of educational and teaching materials, incuding textbooks, syllabi and curricula, materials on methodology, samples of teaching instruments and audiovisual aids, and the exchange of primary and secondary school textbooks and other teaching materials…the conducting of joint studies on textbooks between appropriate organizations in the United States and the Ministry of Education of the USSR.” At
the same time Carnegie Corporation signed agreements with the Soviet Academy of Sciences which resulted in “joint research on the application of computers in early elementary education,focusing especially on the teaching of higher level skills and complex subjects to younger children.”

Iserbyt comment: This agreement, still in effect, carved in stone the necessary changes in education, i.e., from academics to the failed Soviet performance-based polytech system using Pavlovian methods for workforce training and brainwashing. These agreements are a direct result of Carnegie Corporation’s earlier plans (1933 and 1934 above) and the tax exempt foundations’ efforts to merge the United States with the Soviet Union (international socialism). See page 46, Reece Committee Congressional Hearings, 1953, regarding White House recommendations to foundations to spend their money so that United States could be comfortably merged with the Soviet Union (Lenin’s international socialism
being implemented right now with the blessing of U.S. Congress).

APPENDIX XXV, A150-156, “THE TRUTH ABOUT HOW WE ALL HAVE BEEN HAD”, Charlotte Iserbyt. See especially Washington Post, August 17, 1987 article on A-155 which quotes Thomas Sticht, close associate of William Spady, both
of whom were involved in D.C. mastery learning disaster, as saying: “Many companies have moved operations to places with cheap, relatively poorly educated labor. What may be crucial, they say, is the dependability of a labor force and how well it can be managed and trained—not its general educational level, although a small cadre of highly educated creative
people is essential to innovation and growth. Ending discrimination and changing values are probably more important than reading in moving low income families into the middle class.”

PAGES 287-288, “HUMAN CAPITAL AND AMERICA’S FUTURE: AN ECONOMIC STRAGTEGY FOR THE NINETIES”,
1991 EDITED BY DAVID HORNBECK AND LESTER M SALAMON, which states in part “Employer beliefs about the superior capabilities of educated people turned out NOT to be confirmed in practice (emphasis in original); educated
employees have higher turn-over rates, lower job satisfaction, and poorer promotion records than less educated employees. (p.7)

Charlotte Iserbyt is the consummate whistleblower! Iserbyt served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America’s classrooms. Iserbyt is a former school board director in Camden, Maine and was co-founder and research analyst of Guardians of Education for Maine (GEM) from 1978 to 2000. She has also served in the American Red Cross on Guam and Japan during the Korean War, and in the United States Foreign Service in Belgium and in the Republic of South Africa.