The Six (Sick?) C’s

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Charlotte Thomson IserbytNO WAY ESEA, NO WAY ESEA, NO WAY ESEA.

Carnegie’s Com­mu­nist Com­mon Core Choice/Charters

ABCs of Dumb­Down: “Birds of a Feath­er Flock Together”red birds

Doc­u­men­ta­tion for infor­ma­tion in this post is at the delib­er­ate dumb­ing down of amer­i­ca, FREE down­load at, and at Amer­i­can See bold­ed quote below tak­en from 3D, page 169.

Also, the com­plete 76-page doc­u­ment enti­tled A BROAD-GAUGED RESEARCH/REFORM PLAN FOR SECONDARY EDUCATIONIN THE TRADITION OF THE EIGHT-YEAR STUDY, ”pro­posed by the Project on Alter­na­tives in Edu­ca­tion (PAE)”, a fed­er­al­ly and tax-exempt foun­da­tion-fund­ed project, is avail­able as a FREE down­load at Amer­i­can Type “NEA” into Amer­i­can search engine and scroll down to :


By the way, The Eight-Year Study, 1933–1941, ref­er­enced below, was fund­ed and car­ried out by the Carnegie Cor­po­ra­tion of New York. The Eight-Year Study was the pilot for Skin­ner­ian Out­comes-Based Education…OBE (Carnegie’s Com­mu­nist Core).

What does all of this have to do with the Reau­tho­riza­tion of the Ele­men­tary and Sec­ondary Edu­ca­tion Act?

PLENTY. Amongst oth­er things, it calls for tax-fund­ed school choice/charters with unelect­ed boards, and much, much more.

3D, page 169. “A BROAD-GAUGED RESEARCH/REFORM PLAN FOR SECONDARY EDUCATIONIN THE TRADITION OF THE EIGHT YEAR STUDY” pro­posed by The Project on Alter­na­tives in Edu­ca­tion (PAE) in 1981, was sub­mit­ted for con­sid­er­a­tion and received fund­ing from the U.S. Depart­ment of Edu­ca­tion and the Nation­al Edu­ca­tion Asso­ci­a­tion. The project was con­duct­ed by lead­ing Amer­i­can change agents, includ­ing Mario D. Fan­ti­ni, John Good­lad, Ralph Tyler, Ronald S. Brandt, Her­bert J. Wal­berg and Mary Ann Ray­wid. Explana­to­ry cov­er sheet of the grant pro­pos­al was sub­mit­ted on “The John Dewey Soci­ety” let­ter­head. PAE called for pub­licly fund­ed choice schools using “effec­tive school [out­come-based edu­ca­tion] research” and prin­ci­ples of the Eight-Year Study. These called for “incul­ca­tion of social atti­tudes, devel­op­ment of effec­tive meth­ods of think­ing, social sen­si­tiv­i­ty, bet­ter per­son­al-social adjust­ment, acqui­si­tion of impor­tant infor­ma­tion, con­sis­tent phi­los­o­phy of life,” etc.

Birds of a Feath­er Flock Together?

Who would ever have dreamed that a well-known, so-called “con­ser­v­a­tive” group, Heart­land Insti­tute, would be lead by the well-known (in change agent edu­ca­tion cir­cles, that is) Pro­fes­sor Her­bert Walberg?

Her­bert Wal­berg | Heart­land Insti­tute

choice 1
Pro­fes­sor Wal­berg has also co-authored a book enti­tled Rewards which calls for the edu­ca­tion sys­tem (teach­ers) to use the dog-train­ing out­comes/per­for­mance/­com­pe­ten­cy/re­sults-based rewards sys­tem on your chil­dren. This behav­ior mod­i­fi­ca­tion method was devel­oped by Russ­ian Ivan Pavlov and Har­vard’s Pro­fes­sor B.F. Skin­ner. This method is essen­tial since Unit­ed States edu­ca­tion is no longer aca­d­e­m­ic edu­ca­tion for the upward mobil­i­ty of your chil­dren, but is mor­ph­ing into the Sovi­et life­long work­force train­ing (poly­tech­ni­cal) sys­tem which will “train” your chil­dren for spe­cif­ic jobs in the glob­al economy.

Pro­fes­sor Her­bert Wal­berg, active­ly worked with inter­na­tion­al­ly-known, and fed­er­al­ly-and tax-exempt foun­da­tion-fund­ed left­ist edu­ca­tion change agents involved with the 1981 fed­er­al­ly-fund­ed Project on Alter­na­tives in Edu­ca­tion (PAE) which is a research project focused on school choice/charter schools, and which includes a para­graph regard­ing the activ­i­ties of the late Theodore Siz­er. (Amer­i­can Decep­tion link) The late Pro­fes­sor Theodore Siz­er, whose Annen­berg/­cor­po­rate-fund­ed mod­el Coali­tion of Essen­tial Schools, New Amer­i­can School Devel­op­ment Corp (NASDC), is basi­cal­ly the Chica­go “small schools” char­ter school mod­el nec­es­sary for school- to- work train­ing. Siz­er’s phi­los­o­phy is the same as Hitler’s : “Less is More” Mein Kampf by Adolf Hilter (Stack­pol Sons Pub­lish­ers: Ger­many, 1939) fol­low­ing quote found on page 70 of PAE doc­u­ment (Amer­i­can Deception,com) for ref­er­ence to Theodore Siz­er’s involve­ment in this study:

(2) The ade­qua­cy of preva­lent assump­tions regard­ing ado­les­cents and how they learn ; (3) The high school cur­ricu­lum, and its rela­tion to edu­ca­tion­al pur­pos­es on the one hand, and to stu­dents on the oth­er ; and (4) Mod­i­fi­ca­tions need­ed in the high school in light of both the fore­go­ing and the schools’ insti­tu­tion­al his­to­ry . This study is just being orga­nized, under the direc­tion of Ted Sizer.”

It is this writer’s opin­ion that the Com­mon Core par­ents are opposed to in the Unit­ed States is very like­ly the Robert Muller World Core Cur­ricu­lum, which reflects Prof. Siz­er’s “Less is More” cur­ricu­lum. Go to 3D, page 260 for infor­ma­tion relat­ed to use by the Eugene, Ore­gon School Dis­trict 4J of the Robert Muller Curriculum.

Excerpt: This [Robert Muller Cur­ricu­lum] ASCD frame­work was used by the Eugene, Ore­gon School Dis­trict 4J as a guide for devel­op­ment of their Edu­ca­tion 2000 Ele­men­tary Inte­grat­ed Cur­ricu­lum K–5. Char­ac­ter­is­tics of the Curriculum:
What are some of the char­ac­ter­is­tics of the new curriculum?

First, it expands the tra­di­tion­al under­stand­ing of “basic skills” to include dimen­sions of think­ing as well as lan­guage arts, math­e­mat­ics, phys­i­cal and social skill devel­op­ment. It shifts what is required from many indi­vid­ual bits of con­tent to major themes and relat­ed con­cepts.… With the for­mer cur­ricu­lum, ele­men­tary stu­dents were expect­ed to mas­ter 2,175 sep­a­rate bits of infor­ma­tion that includ­ed skills, con­cepts and con­tent orga­nized with­in eight dis­crete dis­ci­plines. The new K–5 Edu­ca­tion 2000 Cur­ricu­lum requires mas­tery of only six major themes, 60 con­cepts and 132 core skills orga­nized with­in three cur­ricu­lum strands. This revi­sion great­ly reduces the frag­ment­ed nature of the for­mer cur­ricu­lum and sig­nif­i­cant­ly decreas­es the num­ber of spe­cif­ic require­ments to approx­i­mate­ly one-tenth of the orig­i­nal number.


Let me point out that the change agents men­tioned in this post are/were, over a peri­od of fifty-plus years, respon­si­ble for the “delib­er­ate dumb­ing down of amer­i­ca” and for the brain­wash­ing of our chil­dren and our teach­ers in ” New Age glob­al­ism” and the destruc­tion of tra­di­tion­al Amer­i­can val­ues. Their goal, as is the goal of the UN, UNESCO, OECD, etc. is a Com­mu­nist New Age/Anti Christian/New World Order Edu­ca­tion System.

PAE’s let­ter­head, with attached request for tax fund­ing, states at the top “The John Dewey Soci­ety”.

The fol­low­ing well-known change agents are list­ed as mem­bers of the Steer­ing Com­mit­tee: the late John Good­lad, prob­a­bly the most well-known leftist/globalist change agent in the world, and the late Ralph W. Tyler, of almost equal fame in con­tro­ver­sial edu­ca­tion­al assess­ment and cur­ricu­lum devel­op­ment (Com­mu­nist Com­mon Core being the most recent label).

Both Good­lad’s and Tyler’s goals, over a peri­od of at least 50 years, involved chang­ing the Unit­ed States’ high­ly suc­cess­ful aca­d­e­m­ic edu­ca­tion sys­tem to an inter­na­tion­al life­long work­force train­ing sys­tem, in which Amer­i­cans will be con­trolled for life by the unelect­ed coun­cil form of gov­ern­ment (sovi­et) under “com­mu­ni­ty schools/hubs of the com­mu­ni­ty” which will pro­vide “all” ser­vices: work­force train­ing, leisure, sports, arts, health, men­tal health, abor­tion, etc.

Nation­al Alliance of Busi­ness stat­ed in a pro­mo­tion­al fly­er pub­lished in the nineties: “WORKFORCE TRAINING KINDERGARTEN- AGE 80”!!!!!!!!!!!!!!!

The Steer­ing Com­mit­tee for the Project on Alter­na­tives, aside from change agents men­tioned above, includ­ed Ronald S. Brandt of the Asso­ci­a­tion for Super­vi­sion and Cur­ricu­lum Devel­op­ment (ASCD is a strong sup­port­er of Robert Muller’s World Core Cur­ricu­lum) and Mario Fan­ti­ni, author of “Pub­lic Schools of Choice”.

PUBLIC SCHOOLS OF CHOICE by Mario D. Fan­ti­ni | Kirkus

Back­ground on Ron Brandt and his sup­port for Robert Marzano, devel­op­er of Tac­tics for Think­ing, a frame­work for teach­ing think­ing devel­oped at the U.S. Depart­ment of Edu­ca­tion-fund­ed Mid­con­ti­nent Region­al Edu­ca­tion­al Lab­o­ra­to­ry (McREL) and pub­lished by ASCD in 1986, can be found at 3D, pages 248–249.

Excerpt from 3D: “Tac­tics for Think­ing has recent­ly been the tar­get of crit­ics who argue that it “brain­wash­es” chil­dren and advances a “New Age” agen­da of one-world gov­ern­ment. Tac­tics, accord­ing to ASCD Exec­u­tive Edi­tor Ron Brandt, ‘gives teach­ers a prac­ti­cal way to teach their stu­dents to think well.’ ” Tac­tics for Think­ing includes brain­wash­ing meth­ods devel­oped by Russ­ian psychologists.

Catholic par­ents should click on fol­low­ing link for proof of Marzano’s involve­ment in the restruc­tur­ing of Catholic edu­ca­tion and Catholic Com­mon Core.

NCEA 2014 Keynote Speak­er Dr. Robert Marzano, PhD

Dr. Robert Marzano, Ph.D.

Dr. Robert Marzano, Ph.D.

Under Syn­op­sis, The Project on Alter­na­tives in Edu­ca­tion…A broad-gauged research/reform plan for sec­ondary edu­ca­tion — in the tra­di­tion of the famous [Carnegie Eight-Year, 1933–1941 Study] The Project on Alter­na­tives in Edu­ca­tion cov­er sheet states: “The edi­tors express grat­i­tude to the many orga­ni­za­tions and peo­ple con­tribut­ing in var­i­ous ways to this doc­u­ment. Spe­cial acknowl­edg­ment goes to the Nation­al Insti­tute of Edu­ca­tion, the Nation­al foun­da­tion for the Improve­ment of Edu­ca­tion, the John­son Foun­da­tion, the John Dewey Foun­da­tion, the Pedamor­pho­sis Foun­da­tion, the Asso­ci­a­tion for Super­vi­sion and Cur­ricu­lum Devel­opmenet, and the John Dewey Soci­ety, all of which have pro­vid­ed finan­cial support.”

Herbert H. Walberg

Her­bert H. Walberg

Her­bert J. Walberg
Senior Fel­low, Education

Phone: 312/377‑4000

Dr. Her­bert Wal­berg is a senior fel­low with The Heart­land Insti­tute and chair­man of its Board of Direc­tors. He is also a dis­tin­guished vis­it­ing fel­low at the Hoover Insti­tu­tion and a mem­ber of the Koret Task Force on K–12 Edu­ca­tion, and a pro­fes­sor emer­i­tus and Uni­ver­si­ty Schol­ar at the Uni­ver­si­ty of Illi­nois at Chica­go. His research focus­es on edu­ca­tion­al pro­duc­tiv­i­ty and human accomplishments.

Dr. Wal­berg has writ­ten and edit­ed more than 60 books and 350 arti­cles on such top­ics as the caus­es and effects of learn­ing, teach­ing and instruc­tion­al effec­tive­ness, nation­al com­par­isons of achieve­ment, and edu­ca­tion­al mea­sure­ment and eval­u­a­tion, which have appeared in wide­ly cir­cu­lat­ed jour­nals, includ­ing Daedalus, Edu­ca­tion­al Lead­er­ship, Kap­pan, and Nature and in such news­pa­pers as the Chica­go Tri­bune, Wall Street Jour­nal, and Wash­ing­ton Post.

Dr. Wal­berg is coau­thor of sev­er­al books pub­lished by or in asso­ci­a­tion with The Heart­land Insti­tute, includ­ing We Can Res­cue Our Chil­dren (1988), Edu­ca­tion & Cap­i­tal­ism (2003), and Let’s Put Par­ents Back in Charge! (2004, 2005).

Dr. Wal­berg was elect­ed a fel­low of the Amer­i­can Asso­ci­a­tion for the Advance­ment of Sci­ence, the Roy­al Sta­tis­ti­cal Soci­ety (Lon­don), the Amer­i­can Psy­cho­log­i­cal Asso­ci­a­tion, the Aus­tralian Asso­ci­a­tion for Edu­ca­tion­al Research, and most recent­ly appoint­ed by Pres­i­dent George W. Bush to the twelve-mem­ber Nation­al Board for Edu­ca­tion Sci­ences. Addi­tion­al­ly, he serves as the vice pres­i­dent of the Inter­na­tion­al Acad­e­my of Education.

Dr. Wal­berg has held research posts at the Edu­ca­tion­al Test­ing Ser­vice and the Uni­ver­si­ty of Wis­con­sin and has taught at Har­vard Uni­ver­si­ty. He was an advis­er to for­mer U.S. sec­re­tary of edu­ca­tion William Ben­nett. He has been fre­quent­ly called to tes­ti­fy before U.S. con­gres­sion­al com­mit­tees and fed­er­al courts on edu­ca­tion­al matters.

Dr. Wal­berg earned his Ph.D. in edu­ca­tion­al psy­chol­o­gy from the Uni­ver­si­ty of Chicago.

choice 2School Choice: The Findings

School Choice: The Find­ings is the most com­pre­hen­sive and up-to-date sur­vey avail­able summarizing…

The Heart­land Insti­tute — Wikipedia, the free encyclopedia