Bayith Home   |   Political Cultural and Social Issues

 

Education or Indoctrination?
A Summary of Facts And Intervention Strategies
Part I

Reprinted with kind permission from Living Sacrifice Ministries

"But Jesus said, Suffer little children,
and forbid them not, to come unto me:
for of such is the kingdom of heaven."
Matthew 19:14, Mark 10:14, Luke 18:16

"For we wrestle not against flesh and blood,
But against principalities, against powers,
against the rulers of the darkness of this world,
against spiritual wickedness in high places."
Ephesians 6:12

"Prove all things; hold fast that which is good.
Abstain from all appearance of evil."
I Thessalonians 5:21-22

 

Imagine a country where the curriculum taught in preschool through college is designed by humanists and based on occultism. A society where, instead of academics, the educational institutions focus on programming and conditioning students (with that programming later reinforced in the home via television and books). A place where the school system (and parent education and support services) is designed to directly undermine parents' authority and destroy the natural child-parent relationship.

Contemplate a nation where learning about the one true God or teaching Christian doctrine in public school is outlawed, but where all forms of pagan idolatry and occult practices are taught to children as young as two years old. A land where children are taught transcendental meditation techniques and introduced to (demon) spirit guides.

What kind of nefarious individuals could set up such a diabolical plan? Could such a system ever exist in a modern day nation? Unfortunately, yes. "Where?", you may reasonably ask. Right here in present day (1996) America. Welcome to the national curriculum of America/Goals 2000, and welcome to the 'New Age' of Novus Ordo Seclorum.

 

Welcome to The New World Order
Expect no Mercy

"Psychology has delivered up to man new means of torture and intrusion into the mind" [1]

My name is L. Michael. I am a school teacher and parent educator. During the course of my academic studies in psychology, child development, early childhood education, and parent training/counseling (and my subsequent experiences in the field) I discovered that schools are using psychological techniques and occult practices to manipulate the opinions, views, and values of our children, to break down parent-child communications (intentionally destroying the family structure), and to teach Biblically unsound doctrines and pro-satanism. The intention: to prepare children for a New World Order (NWO), condition them into accepting and practicing occultism, and ultimately, to willingly worship satan.

"The school acts as an agent of society in that it is organized to perpetuate that society's knowledge, skills, customs, and beliefs" [2]. In other words, what society condones and wants one to think and the attitudes, views, opinions, and convictions society wants one to have are taught in schools. The new educational goals are intended to create a paradigm shift (a model of values, principles, philosophy, etc., that is the basis of one's actions) within the children of the U.S.A., from a Judaeo-Christian model to paganism and occultism, e.g., evolution (which denies the existence of God and His act of creation), and humanism (a system of secular beliefs that promote the 'ideals' of the human mind, the false teaching of man's inherent 'goodness,' the denial of Biblical doctrine, and the false belief that man can attain 'godhood), etc.

This paradigm shift (which has already occurred on a national level) is necessary to condition children into accepting the doctrines of the NWO along with the satanic beliefs and occult practices that are an intricate part of it. This is what the leaders of the New World Order (society) want, and this is what schools teach.

Schools are one of the main targets of 'New Agers' (occultists) because the children of today will be the leaders, teachers, and parents of tomorrow. Children who have been conditioned will not only accept the NWO, but also the 'New Age Religions' (satanic, occult practices), e.g., channeling, nature worship, etc. "The values of the coming Satanic New World Order demand a population whose individuals have been desensitized to the point of participating in a future holocaust, and who would gladly worship Satan" [3].

"What 'future holocaust'", you may ask? Consider this: The leaders of the world have decided that the world population must be reduced by one-fourth (1 billion 250 million people). New Agers have determined that the final acceptable figure of world population will be 500,000,000. This is not birth control, but population control. How do you think they plan to accomplish this feat?

"When the righteous are in authority, the people rejoice: but when the wicked beareth rule, the people mourn" Proverbs 29:2

"The wicked walk on every side, when the vilest men are exalted" Psalm 12:8

Statement of Principles

"Nothing in the First Amendment converts our schools into religion-free zones...Religion is too important in our history and our heritage for us to keep it out of our schools..." [4] [Bill Clinton, July 12, 1995]

On the surface, this statement appears commendable. Read it again. Notice that this statement is talking about 'religion'; not Christianity, but religion in a broad sense (which encompasses satanism, paganism, etc.). Christianity in the school system (other than using the Bible as literature or poetry) is still outlawed, but this 'statement' now gives teachers (and others) the legal right to teach 'religion' in public schools (something they have been covertly doing for years).

What does the Vice President have to say about this? Does he support Biblically based Christian principles?

"Our religious heritage is based on a single earth goddess who is assumed to be the foundation of all life. All men have a god within. Each man has a god within because creation is god. Nature in its fullness is god" [5] [V.P. Al Gore]

School attendance is mandated by law, thus ensuring a captive audience of millions of innocent children, unprepared for the onslaught of spiritual corruption they will single-handedly face. The minds and souls of these defenseless children are shaped and molded by the careful selection of humanistic and occult curriculum material, and covert institutional attitudes and practices into those of atheistic infidels. Schools shape not only the child's mind but also their personality and beliefs, in essence, the 'whole child'. Some teachers have been manipulated during their own schooling and are deceived or unaware of the satanic and pagan implements they use daily with children.

In a teachers' training text [6], the 'hidden curriculum' (which is present in all public, and most private schools - including many Christian schools) is defined by Gollnick and Chinn: "...the hidden curriculum includes the norms and values that undergird the formal curriculum....Although the hidden curriculum is not taught directly nor included in the objectives for the formal curriculum, it has a great impact on students...It includes the organizational structures of the classroom and school as well as the interactions of students and teachers." (Emphasis added by author).

"For there is nothing covered, that shall not be revealed; neither hid, that shall not be known" Luke 12:2

The hidden curriculum encompasses such activities as 'magic circle/focused visualization' (titles vary from region to region, but the outcome is the same), etc., during which children are taken on a 'guided imagery' tour (which has its roots in ancient Shamanism-witchcraft) that causes attitudinal change by inputting information directly into the child's subconscious mind (their soul). This is known as 'affective education'.

An example of 'circle-time' activities that I have witnessed (and ignorantly participated in) is as follows: Children sit in a circle, or lie on the floor in a darkened room and listen to a story about an imaginary friend (there are many children's books available about imaginary/ unseen/ secret friends [7], e.g., a story about an imaginary bear who helps a child solve problems with playmates, etc.). After the story the children are directed to close their eyes, relax, and empty their minds of thought, or focus on one thought. They are then usually assisted in relaxation by instruction in specific breathing techniques. Then, they are told to look inside themselves and find their 'secret guide/friend/angel', etc. Once they have found their 'secret friend' they can ask for advice or help with any problems they may have, or they can just have a 'conversation'.

The preceding sounds innocent enough (especially to teachers who are unaware of what they're actually doing) and one may ask, "what's wrong with it?". Let's review the scenario again, in light of what is actually taking place. The children hear a story about an imaginary friend that implants a pre-hypnotic suggestion (children do not differentiate easily between reality and fantasy and have a naturally high suggestibility level). They then relax using breathing exercises (hypnotism and meditation). Finally, they are instructed to find their 'secret friend' (known in occult circles and among satanist as spirit guides/guiding spirits, etc.) and ask questions/converse with them.

What has actually taken place is the children have been introduced to (demonic) spirit guides through an occult practice known as channeling. Once contacted, these demons do not easily leave and will now influence all aspects of the child's life. Ever wonder why your child doesn't talk with you, appears withdrawn, unloving, rebellious, hostile to instruction, and resistant to love? "Many people have been demonically possessed for their entire lives without the common people around them having the least knowledge of it. These people might seem very normal in every respect" [3] (P.4). Parents have the school system to thank for their child's introduction to demons and indoctrination into the occult. Practices such as these, along with other pagan sacraments have permeated schools coast-to-coast and take place (daily) with children as young as two years old.

Without God's intervention there is no hope for someone who has a spirit guide. God, in this instance, means the One True and Living God; not one of the many pagan gods that children are now taught about, under the guise of an 'anti-bias curriculum'. God will only intervene if He is asked, and He only hears the prayers of those who are saved; His children.

For those who don't know Jesus Christ as their Lord and Saviour, this situation will appear hopeless. However, God, who is Sovereign, is gracious and merciful, and even in the midst of universal idolatry gives sinners (including those who are demon possessed) a way out. Confirm and consider the following verses found in the New Testament book of Romans:

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.

"And they said, Believe on the Lord Jesus Christ, and thou shalt be saved, and thy house" Acts 16:31

"...behold, now is the accepted time; behold, now is the day of salvation..." 2 Corinthians 6:2b

Additional Intervention Strategies

Lead your child to Christ. Study the scriptures and pray daily with your child.

"Train up a child in the way he should go: and when he is old, he will not depart from it" Proverbs 22:6

"Chasten thy son while there is yet hope, and let not thy soul spare for his crying" Proverbs 14:8

If possible, make the sacrifice and home school your child, while you are still legally able to. If this is not feasible, get involved with your child's schooling. Presently, you have the legal right to view your child's classroom activities while in progress, without making an appointment, and also to view the school's curriculum - exercise that right. Go in humility and with someone else. Pray for the Spirit of discernment. Be informed of the changes taking place in education, and the nation in general. Tell others what you have learned.

Fathers, don't leave child rearing up to your wives; be involved.

"But if any provide not for his own, specially for those of his own house, he hath denied the faith, and is worse than an infidel" I Timothy 5:8

"But he answered and said, It is written, Man shall not live by bread alone, but by every word that proceedeth out of the mouth of God" Matthew 4:4, Luke 4:4

 

Bibliography

All Biblical quotes are from the King James Version.

(1) Meerloo, J. A. M. (1956) Rape of the Mind: The Psychology of Thought Control, Menticide, and Brainwashing, (P. 27), New York: The World Publishing Co.

(2) Berns, R. M. (1993) Child, Family, Community: Socialization & Support, (P. 58), (3rd ed) Florida: Harcourt Brace Jovanovich, Inc.

(3) Bay, David (1996) The Cutting Edge: Our Children in the New World Order, (P. 5), (ce1010) Radio Show Transcript. Internet address - http://www.cuttingedge.org

(4) Clinton, Bill (7-12-95) Statement Of Principles quoted in a statement issued by The Secretary of the U.S. Department of Education to all superintendents of schools. Internet address - http://www.ed.gov/S...-1995/religion

(5) Gore, Al (1992) Earth in the Balance, Boston: Houghton Mifflin, - quoted by Kinman, Dwight (1995) in The World's Last Dictator, (2nd ed.) (P.22) Oregon: Solid Rock Books.

(6) Gollnick, D. M., & Chinn, P. C. (1994) Multicultural Education In a Pluralistic Society, (4th ed.), (P. 312), New York: Macmillan College Publishing Co.

(7) Alexander, M. (1976) I Sure Am Glad To See You, Blackboard Bear, New York: Dial Press.



This article may be reproduced
(without alteration - addition or deletion)
and distributed for the purpose of edifying parents and teachers.


 

First Copyright and Published 1996
Updated and Copyright 2000
Living Sacrifice Ministries
Romans 12:1-2

 

--------------------


Education or Indoctrination?
A Summary of Facts And Intervention Strategies
Part II

Reprinted with kind permission from Living Sacrifice Ministries

"But there were false prophets also among the people, even as
there shall be false teachers among you, who privily shall
bring in damnable heresies, even denying the Lord that bought
them, and bring upon themselves swift destruction."
II Peter 2:1

"Let no man deceive you with vain words: for because of these
things cometh the wrath of God upon the children of disobedience.
Be not ye therefore partakers with them."
Ephesians 5:6-7

"And have no fellowship with the unfruitful works of darkness,
but rather reprove them."
Ephesians 5:11

"The purpose of education and the schools is to change the thoughts, feelings and actions of the student" [1]

"If educational agencies are to be utilized in the production of a new social order, and indispensable first step is that of developing a totally new outlook among the rank and file of the teachers" [2]

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 attitudinal change program is currently known in some states as Outcome Based Education and (in others) Mastery Learning. There are numerous other deceptive titles, but the techniques are basically the same. These methods were previously 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', i.e., 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 teachers' 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 necessarily mean acquiescing 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 classroom to undermine those parents' beliefs.

Following are some examples of some of the 'family values' that an 'anti-bias curriculum' promotes. In the classroom there 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 teachers' 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 Teachers' 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]

Parallel 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 (occultists) 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-infinitum).

By utilizing an Anti-Bias Curriculum, activities that would normally 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 consensus 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" (runing - 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.

"And they said, Believe on the Lord Jesus Christ, and thou shalt be saved, and thy house".
Acts 16:31

"...behold, now is the accepted time; behold, now is the day of salvation..."
2 Corinthians 6:2b

"He that believeth and is baptized shall be saved;
but he that believeth not shall be damned."
Mark 16:16



Bibliography

 

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, USA

(6) Berry, Harold (1998) What They Believe: 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.


 


This article may be reproduced
(without alteration - addition or deletion)
and distributed for the purpose of edifying parents and teachers.



First Copyright and Published 1996
Updated and Copyright 2000
Living Sacrifice Ministries
Romans 12:1-2