How The Order Controls Education
Memorandum Number Seven: The Orders Objectives For Education
We can deduce The Order's objectives for education from evidence already presented and by examining the work and influence of John Dewey, the arch creator of modern educational theory.
How do we do this? We first need to examine Dewey's relationship with The Order. Then compare Dewey's philosophy with Hegel and with the philosophy and objectives of modern educational practice.
These educational objectives have not,, by and large, been brought about by governmental action. In fact, if the present state of education had been brought about by legislation, it would have been challenged on the grounds of unconstitutionality.
On the contrary, the philosophy and practice of today's system has been achieved by injection of massive private funds by foundations under influence, and sometimes control, of The Order. This implementation we will describe in a future volume, How The Order Controls Foundations. In fact, the history of the implementation of Dewey's objectives is also the history of the larger foundations, i.e., Ford, Carnegie, Rockefeller, Peabody, Sloan, Slater and Twentieth Century.
How John Dewey Relates To The Order
John Dewey worked for his doctorate at Johns Hopkins University from 1882-86 under Hegelian philosopher George Sylvester Morris. Morris in turn had his doctorate from University of Berlin and studied under the same teachers as Daniel Gilman, i.e., Adolph Trendelenberg and Hermann Ulrici.
Neither Morris nor Dewey were members of The Order, but the link is clear. Gilman hired Morris, knowing full well that Hegelianism is a totally integrated body of knowledge and easy to recognize. It is as different from the British empirical school of John Stuart Mill as night and day.
John Dewey's psychology was taken from G. Stanley Hall, the first American student to receive a doctorate from Wilhelm Wundt at University of Leipzig. Gilman knew exactly what he was getting when he hired Hall. With only a dozen faculty members, all were hired personally by the President.
In brief, philosophy and psychology came to Dewey from academics hand-picked by The Order.
From Johns Hopkins Dewey went as Professor of Philosophy to University of Michigan and in 1886 published Psychology, a blend of Hegelian philosophy applied to Wundtian experimental psychology. It sold well. In 1894 Dewey went to University of Chicago and in 1902 was appointed Director of the newly founded - with Rockefeller money - School of Education.
The University of Chicago itself had been founded in 1890 with Rockefeller funds - and in a future volume we will trace this through Frederick Gates (of Hartford, Connecticut), and the Pillsbury family (The Order). The University of Chicago and Columbia Teachers' College were the key training schools for modern education.
The Influence Of Dewey
Looking back at John Dewey after 80 years of his influence, he can be recognized as the pre-eminent factor in the collectivisation, or Hegelianization, of American Schools. Dewey was consistently a philosopher of social change. That's why his impact has been so deep and pervasive. And it is in the work and implementation of the ideas of John Dewey that we can find the objective of The Order.
When The Order brought G. Stanley Hall from Leipzig to Johns Hopkins University, John Dewey was already there, waiting to write his doctoral dissertation on "The Psychology of Kant." Already a Hegelian in philosophy, he acquired and adapted the experimental psychology of Wundt and Hall to his concept of education for social change. To illustrate this, here's a quote from John Dewey in My Pedagogic Creed:
"The school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. Education, therefore, is a process of living and not a preparation for future living."What we learn from this is that Dewey's education is not child centered but State centered, because for the Hegelian, "social ends" are always State ends.
This is where the gulf of misunderstanding between modern parents and the educational system begins. Parents believe a child goes to school to learn skills to use in the adult world, but Dewey states specifically that education is "not a preparation for future living." The Dewey educational system does not accept the role of developing a child's talents but, contrarily, only to prepare the child to function as a unit in an organic whole - in blunt terms a cog in the wheel of an organic society. Whereas most Americans have moral values rooted in the individual, the values of the school system are rooted in the Hegelian concept of the State as the absolute. No wonder there is misunderstanding!
The Individual Child
When we compare Hegel, John Dewey, and today's educational thinkers and doers, we find an extraordinary similarity.
For Hegel the individual has no value except as he or she performs a function for society:
"The State is the absolute reality and the individual himself has objective existence, truth and morality only in his capacity as a member of the State."John Dewey tried to brush the freedom of the individual to one side. In an article, "Democracy and Educational Administration" (School & Society, XVL, 1937, p. 457) Dewey talks about the "lost individual," and then restates Hegel in the following way: "freedom is the participation of every mature human being in formation of the values that regulate the living of men together." This is pure Hegel, i.e., man finds freedom only in obedience to the State. As one critic, Horace M. Kallen stated, John Dewey had a "blindness to the sheer individuality of individuals."
In other words, for Dewey man has no individual rights. Man exists only to serve the State. This is directly contradictory to the Declaration of Independence and the Constitution with the preamble "We the people." They then go on to define the rights of the state which are always subordinate and subject to the will of "We the people."
This, of course, is why modern educationists have great difficulty in introducing the Constitution into school work. Their ideas follow Hegel and Dewey and indirectly the objectives of The Order. For example:
"An attempt should be made to redress the present overemphasis on individualism in current programs . . . students need to develop a sense of community and collective identity." (Educational Leadership, May 1982, William B. Stanley, Asst. Professor, Dept. of Curriculum and Instruction, Louisiana State University).The Purpose Of Education
What then is the purpose of education, if the individual has no rights and exists only for the State?
There was no need for Hegel to describe education, and so far as we know there is no statement purely on education in Hegel's writings. It is unnecessary. For Hegel every quality of an individual exists only at the mercy and will of the State. This approach is reflected in political systems based on Hegel whether it be Soviet Communism or Hitlerian national socialism. John Dewey follows Hegel's organic view of society. For example:
"Education consists either in the ability to use one's powers in a social direction or else in ability to share in the experience of others and thus widen the individual conscienceness to that of the race" (Lectures For The First Course In Pedagogy)This last sentence is reminiscent of the Hitlerian philosophy of race (i.e., right Hegelianism).
And today's educators reflect this approach. Here's a quote from Assemblyman John Vasconcellos of California,.who also happens to be Chairman of the Joint Committee on the Master Plan for Higher Education and the Education Goals Committee for the California State Assembly - a key post:
"It is now time for a new vision of ourselves, of man, of human nature and of human potential, and a new theory of politics and institutions premised upon that vision. What is that vision of Man? That the natural, whole, organismic human being is loving . . . that man's basic thrust is towards community" (quoted in Rex Myles, Brotherhood and Darkness, p. 347).What is this "widen(ing) the individual conscienceness" (Dewey) and "thrust . . . towards community" (Vasconcellos)?
Stripped of the pedantic language it is new world order, a world organic society. But there is no provision for a global organic order within the Constitution. In fact, it is illegal for any government officer or elected official to move the United States towards such an order as it would clearly be inconsistent with the Constitution. To be sure, Dewey was not a government official, but Vasconcellos has taken an oath of allegiance to the Constitution.
The popular view of a global order is probably that we had better look after our problems at home before we get involved in these esoteric ideas. Political corruption, pitifully low educational standards, and insensitive bureaucracy are probably of more concern to Americans.
It's difficult to see what the new world order has to do with education of children, but it's there in the literature. Fichte, Hegel's predecessor from whom many of his philosophical ideas originated, had a definite concept of a League of Nationas (Volkerbund) and the idea of a league to enforce peace. Fichte asserted "As this federation spreads further and gradually embraces the whole earth, perpetual peace begins, the only lawful relation among states . . ."
The National Education Association, the lobby for education, produced a program for the 1976 Bicentennial entitled "A Declaration Of Interdependence: Education For A Global Community."
On page 6 of this document we find:
"We are committed to the idea of Education for Global Community. You are invited to help turn the commitment into action and mobilizing world education for development of a world community."An objective almost parallel to Hegel is in Self Knowledge And Social Action by Obadiah Silas Harris, Associate Professor of Educational Management and Development New Mexico State University, Las Cruces, New Mexico:
"When community educators say that community education takes into consideration the total individual and his total environment, they mean precisely this: the field of community education includes the individual in his total psycho-physical structure and his entire ecological climate with all its ramifications - social, political, economical, cultural, spiritual, etc. It seeks to integrate the individual within himself (sic) and within his community until the individual becomes a cosmic soul and the community the world."And on page 84 of the same book:
"The Cosmic soul ... the whole human race is going to evolve an effective soul of its own - the cosmic soul of the race. That is the future of human evolution. As a result of the emergence of the universal soul, there will be a great unification of the entire human race, ushering into existence a new era, a new dawn of unique world power."This last quote sounds even more like Adolph Hitler than Assemblyman John Vasconcellos. It has the same blend of the occult, the ethnic and absolutism.
In conclusion we need only quote the Constitution, the basic body of law under which the United States is governed.
The generally held understanding of the Constitution on the relationship between the individual and the State is that the individual is supreme, the State exists only to serve individuals and the State has no power except by express permission of the people.
This is guaranteed by Amendments IX and X of the Constitution. Amendment IX reads,
"The enumeration in the Constitution of certain rights shall not be construed to deny or disparage others retained by the People."Note, the "retained". And, Amendment X reads,
"The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people."In brief, the proposals of John Dewey and his followers are unconstitutional. They would never have seen the light of day in American schoolrooms unless they had been promoted by The Order with its enormous power.
Get The Book!America's Secret Establishment: An Introduction to the Order of Skull & Bones by Antony C. Sutton - the complete book with more details & facts about the hidden forces behind modern public education, psychology, economics, politics and world chaos. Covers Yale University's link to a secret German society, the Bush Family (i.e. George), and much more. Very well reserached and written.
Suggested Reading List - the Demise of the Educational System - OBE (Outcome-Based Education), NEA (National Education Association), educational psychology, German psychology & influences, demise of public education, educational sabotage, Wundt, Pavlov, Dewey, Skinner, Watson.
Say NO To Psychiatry!
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