When I mentioned that diplomas, degrees and other pieces of paper were useless I got ripped on by some who had them. Here's another time I'm saying I got a better education from studying on my own then going to Drew and Rutgers.

How the Specter of Communism Is Ruling Our World

Sabotaging Education

The Epoch Times here serializes “How the Specter of Communism Is Ruling Our World,” a new book by the editorial team of the “Nine Commentaries on the Communist Party.”

Chapter Twelve 1. Communist Elements in Primary and Secondary Education

e. The Infiltration of Education (cont.)

Misleading and Obscure Education Jargon

In the preface to her book “The Deliberate Dumbing Down of America,” Iserbyt points out that America is engaged in a secret war, in which the wagers use sophisticated tools such as “Hegelian dialectic (common ground, consensus and compromise),” “gradualism (two steps forward; one step backward),” and “semantic deception (redefining terms to get agreement without understanding).”

Schlafly also wrote about this phenomenon. In the foreword to her book “Child Abuse in the Classroom,” she said that psychotherapy classes use a set of special terms to prevent parents from understanding the true purpose and method of such courses. These terms include behavior modification, higher-order critical thinking, moral reasoning, and so on.

For decades, American educators have created a dazzling array of terms such as constructivism, cooperative learning, experiential learning, deep understanding, problem-solving, inquiry-based and outcome-based education, personalized learning, conceptual understanding, procedural skills, lifelong learning, student–teacher interactive instruction, and so on. There are too many to list. Some concepts appear reasonable, but investigation into the context of the terms and where they lead to reveals that their purpose is to discredit traditional education and advance the dumbing down of education.

Large-Scale Changes to Subjects and Textbooks

“None Dare Call It Treason,” published in 1964, analyzes the textbook reform program of the 1930s. This reform combined content from different disciplines, such as history, geography, sociology, economics, and political science, into a set of textbooks that abandoned the content, value system, and way of codifying found in traditional textbooks. “So pronounced was the anti-religious bias” and “so open was the propaganda for socialistic control of men’s lives” that the textbooks downgraded American heroes and the US Constitution, author John A. Stormer writes. The set of textbooks was extensive and did not fall within the scope of any traditional discipline; therefore, experts in various disciplines did not pay much attention to it. Many years later, when the public realized the problem and began to oppose the materials, five million students had already been educated with them.

By then, it was impossible to change the textbooks back to their traditional form. If changes to textbooks had been implemented in a transparent way, they would have been questioned and met with resistance from experts and parents. The newly edited textbooks, which mixed several subjects together, didn’t belong to any clear subject taxonomy, so experts had difficulty judging the content that went outside their professional knowledge. This made it relatively easy for the books to pass reviews and be accepted by a school district and society.

Similar changes to school curricula and teaching materials continued to take place throughout the century. While a minority of people may recognize and oppose these moves, their voices are ignored and have little chance of stopping the planned changes amid the presence of progressive lobbying. After several rounds of reforms, the new generation of students is then separated

even further from tradition, making it almost impossible to go back.

American textbooks are constantly undergoing updates and revisions.

Some say it’s because knowledge has grown at an accelerating rate.

However, the basic knowledge to be gained in primary and secondary school does not change much. So why have there been so many different textbooks published and continuously reprinted? The surface reason is that publishers compete with each other. Superficially, in order to pursue profits, they don’t want students to repeatedly use the same set of textbooks for many years. But at a deeper level, just like the reorganization of textbook content, the process has been used to distort the teaching materials for the next generation.

Education Reform: A Dialectic Struggle Since the 1950s and 1960s, American education has seen a series of reforms, but none brought the expected improvements. In 1981, American students’ SAT scores reached a record low, triggering the publication of the 1983 report “A Nation at Risk” and the ensuing “back to basics” movement. In order to change the embarrassing condition of education in the United States, several administrations since the 1990s have successively launched large-scale reforms, to little effect. Not only did they not help, but they also brought problems that were more difficult to solve.

Most people involved in education reform sincerely want to do good for students and society, but due to the influence of various communist ideas, their intentions often backfire.

The results of many of these reforms end up promoting communist ideas.

Just as in other fields, the infiltration through education reform doesn’t need to win everything in one battle.

The success of a reform is not its true goal. In fact, every reform is designed to first fail in order to provide an excuse for the next reform. Every reform is a deeper deviation than the last, each further alienating people from tradition. This is the dialectic of struggle—one step back, then two steps forward. In this way, people will not only not regret the collapse of tradition—they won’t even know what it is.

2. Communism in Western Universities

Four years of intensive indoctrination leave today’s college graduates with a predisposition for liberalism and progressivism. They are more likely to accept atheism, the theory of evolution, and materialism without a second thought. They become narrow-minded “snowflakes” who lack common sense and pursue hedonistic lifestyles without taking responsibility for their actions.

They lack knowledge, have a narrow worldview, know very little or nothing about the history of America or the world, and have become the main target for communist deception.

Unlike the rebellious but eloquent student leaders of the 1960s, today’s young protesters who are interviewed by television news reporters rarely articulate their demands clearly. They lack basic common sense and reason.

During the 2016 US presidential campaign, the mainstream media’s longstanding vilification of conservative candidates, coupled with misleading polls, left many in shock—particularly young college students—once the result of the election was announced.

Following Donald Trump’s victory, a ridiculous phenomenon appeared in universities around the United States. Some students felt such fear, exhaustion, or emotional trauma from the election that they demanded that classes be canceled and exams be rescheduled. In order to relieve students of their stress and anxiety, some prominent schools organized various “therapeutic” activities. These included playing with Play-Doh or building blocks, coloring, and blowing bubbles. Some even provided cats and dogs for petting in

order to console students. A number of universities provided students with psychological counseling, organized support groups, or created “safe spaces” where students could seek help “recovering” from and processing the election results. The absurdity of how a normal democratic process became more terrifying than a natural disaster or terrorist attack demonstrates the utter failure of the American education system. College students, who should be mature and rational, became intolerant and infantile when confronted with change and supposed adversity.

In the eyes of the world, the United States is still a leader in education.

For over a century, the United States has been a political, economic, and military superpower. Its education spending far exceeds that of most countries. After World War II, American democracy and affluence attracted talented people from around the world. Its science, technology, engineering, and math (STEM) graduate programs and professional schools are second to none.

However, a crisis is unfolding within. The proportion of foreign students in graduate STEM programs far exceeds that of American students, and the gap is increasing each year.

This reflects the erosion of elementary, secondary, and post-secondary education across the United States.

Students are purposefully being dumbed down and ruined.

It should be emphasized that nearly all people in the world, especially those who attended college after the 1960s, have been exposed to communist influences. The humanities and social sciences are the most affected. Only a few individuals set out to intentionally promote communist ideology, but the majority of people in these fields have been unknowingly indoctrinated. Here we expose communism’s aims so that people can identify and distance themselves from them.

Thanks for proving his point so exactly.

Congressional Record–Appendix, pp. A34-A35

January 10, 1963

Current Communist Goals
EXTENSION OF REMARKS OF HON. A. S. HERLONG, JR. OF FLORIDA
IN THE HOUSE OF REPRESENTATIVES

Thursday, January 10, 1963

Mr. HERLONG. Mr. Speaker, Mrs. Patricia Nordman of De Land, Fla., is an ardent and articulate opponent of communism, and until recently published the De Land Courier, which she dedicated to the purpose of alerting the public to the dangers of communism in America.

At Mrs. Nordman’s request, I include in the RECORD, under unanimous consent, the following “Current Communist Goals,” which she identifies as an excerpt from “The Naked Communist,” by Cleon Skousen:

U. S. Congressional Seal[From “The Naked Communist,” by Cleon Skousen]

CURRENT COMMUNIST GOALS
1. U.S. acceptance of coexistence as the only alternative to atomic war.
2. U.S. willingness to capitulate in preference to engaging in atomic war.
3. Develop the illusion that total disarmament [by] the United States would be a demonstration of moral strength.

4. Permit free trade between all nations regardless of Communist affiliation and regardless of whether or not items could be used for war.
5. Extension of long-term loans to Russia and Soviet satellites.
6. Provide American aid to all nations regardless of Communist domination.
7. Grant recognition of Red China. Admission of Red China to the U.N.
8. Set up East and West Germany as separate states in spite of Khrushchev’s promise in 1955 to settle the German question by free elections under supervision of the U.N.
9. Prolong the conferences to ban atomic tests because the United States has agreed to suspend tests as long as negotiations are in progress.
10. Allow all Soviet satellites individual representation in the U.N.
11. Promote the U.N. as the only hope for mankind. If its charter is rewritten, demand that it be set up as a one-world government with its own independent armed forces. (Some Communist leaders believe the world can be taken over as easily by the U.N. as by Moscow. Sometimes these two centers compete with each other as they are now doing in the Congo.)
12. Resist any attempt to outlaw the Communist Party.
13. Do away with all loyalty oaths.
14. Continue giving Russia access to the U.S. Patent Office.
15. Capture one or both of the political parties in the United States.
16. Use technical decisions of the courts to weaken basic American institutions by claiming their activities violate civil rights.
17. Get control of the schools. Use them as transmission belts for socialism and current Communist propaganda. Soften the curriculum. Get control of teachers’ associations. Put the party line in textbooks.
18. Gain control of all student newspapers.
19. Use student riots to foment public protests against programs or organizations which are under Communist attack.
20. Infiltrate the press. Get control of book-review assignments, editorial writing, policymaking positions.
21. Gain control of key positions in radio, TV, and motion pictures.
22. Continue discrediting American culture by degrading all forms of artistic expression. An American Communist cell was told to “eliminate all good sculpture from parks and buildings, substitute shapeless, awkward and meaningless forms.”
23. Control art critics and directors of art museums. “Our plan is to promote ugliness, repulsive, meaningless art.”
24. Eliminate all laws governing obscenity by calling them “censorship” and a violation of free speech and free press.
25. Break down cultural standards of morality by promoting pornography and obscenity in books, magazines, motion pictures, radio, and TV.
26. Present homosexuality, degeneracy and promiscuity as “normal, natural, healthy.”
27. Infiltrate the churches and replace revealed religion with “social” religion. Discredit the Bible and emphasize the need for intellectual maturity which does not need a “religious crutch.”
28. Eliminate prayer or any phase of religious expression in the schools on the ground that it violates the principle of “separation of church and state.”
29. Discredit the American Constitution by calling it inadequate, old-fashioned, out of step with modern needs, a hindrance to cooperation between nations on a worldwide basis.
30. Discredit the American Founding Fathers. Present them as selfish aristocrats who had no concern for the “common man.”
31. Belittle all forms of American culture and discourage the teaching of American history on the ground that it was only a minor part of the “big picture.” Give more emphasis to Russian history since the Communists took over.
32. Support any socialist movement to give centralized control over any part of the culture–education, social agencies, welfare programs, mental health clinics, etc.
33. Eliminate all laws or procedures which interfere with the operation of the Communist apparatus.
34. Eliminate the House Committee on Un-American Activities.
35. Discredit and eventually dismantle the FBI.
36. Infiltrate and gain control of more unions.
37. Infiltrate and gain control of big business.
38. Transfer some of the powers of arrest from the police to social agencies. Treat all behavioral problems as psychiatric disorders which no one but psychiatrists can understand [or treat].
39. Dominate the psychiatric profession and use mental health laws as a means of gaining coercive control over those who oppose Communist goals.
40. Discredit the family as an institution. Encourage promiscuity and easy divorce.
41. Emphasize the need to raise children away from the negative influence of parents. Attribute prejudices, mental blocks and retarding of children to suppressive influence of parents.
42. Create the impression that violence and insurrection are legitimate aspects of the American tradition; that students and special-interest groups should rise up and use [“]united force[“] to solve economic, political or social problems.
43. Overthrow all colonial governments before native populations are ready for self-government.
44. Internationalize the Panama Canal.
45. Repeal the Connally reservation so the United States cannot prevent the World Court.

https://www.beliefnet.com/columnists/watchwomanonthewall/2011/04/the-45-communist-goals-as-read-into-the-congressional-record-1963.html