Who Made American Schools Marxist Training Centers?

Gary L. Clark, Diana L. Anderson

Description

Who Made American Schools Marxist Training Centers? traces the path of Soviet/socialist education into American classrooms, universities and neighborhoods - the semi-secret plan to train children as activists for future socially just eco-neighborhoods.

Nine Philosopher kings were commissioned to under gird the articles of Marxist faith while expunging dogma and religious doctrine. Their seeds of a pre-ordained organic philosophy were planted to upbring young sprouts to destroy the America republic and rebuild from that rubble the next Marxist country. The unrelenting pressures to indoctrinate children with the Marxist family of totalitarian ideologies that promises to ‘free the child’ comes to communities under various guises. The allure of promises made in the name of fairness, equity, tolerance and more recent of social justice has drawn a large percentage of millennials to socialism. Behind the race baited mantras, metro regional government is working for the eventual transformation of schools as learning centers staffed with soviet councils to transform neighborhoods into self-sustaining eco-villages. Children will be socialized as activists for their community to install Fascist green agendas, paired with Marxist social justice.

Sujets

• Philosophie
• Philosophie de la religion
• NWO
• Marxism
• Philosophy
• Philosophie et théologie
• Religious

Informations

• Publié par: WestBow Press
• Date de parution: 27 octobre 2022
• Nombre de lectures: 0
• EAN13: 9781664280205
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

Who Made American Schools Marxist Training Centers?
DIANA L. ANDERSON & GARY L. CLARK



Copyright © 2022 Diana L. Anderson & Gary L. Clark.
 
All rights reserved. No part of this book may be used or reproduced by any means, graphic, electronic, or mechanical, including photocopying, recording, taping or by any information storage retrieval system without the written permission of the author except in the case of brief quotations embodied in critical articles and reviews.
 
This book is a work of non-fiction. Unless otherwise noted, the author and the publisher make no explicit guarantees as to the accuracy of the information contained in this book and in some cases, names of people and places have been altered to protect their privacy.
 
 
WestBow Press
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Because of the dynamic nature of the Internet, any web addresses or links contained in this book may have changed since publication and may no longer be valid. The views expressed in this work are solely those of the author and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.
 
Any people depicted in stock imagery provided by Getty Images are models, and such images are being used for illustrative purposes only.
Certain stock imagery © Getty Images.
 
Scripture marked (KJV) taken from the King James Version of the Bible.
 
Scripture quotations marked (NIV) are taken from the Holy Bible, New International Version®, NIV®. Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission of Zondervan. All rights reserved worldwide. www.zondervan.com The “NIV” and “New International Version” are trademarks registered in the United States Patent and Trademark Office by Biblica, Inc.®
 
Scripture marked (NKJV) taken from the New King James Version®. Copyright © 1982 by Thomas Nelson. Used by permission. All rights reserved.
 
ISBN: 978-1-6642-8021-2 (sc)
ISBN: 978-1-6642-8020-5 (e)
 
 
 
WestBow Press rev. date: 10/21/2022

CONTENTS
Prologue for Millennials
Preface
Introduction to The Society
John Dewey
Charles Judd
Nicholas Murray Butler
Chapter 1: The Yearbook
Brubacher’s Invitation
Teachers for the Future
Nine Philosopher Kings
A Way Forward
Chapter 2: The Newsletter
Will the Real Anton Makarenko Please Stand?
Pedagogy of Cooperation, Collaboration, Collectivization
Chapter 3: The Communards
The Communard Movement
Positive Peer Culture in America
Oregon’s Outdoor School Program
BOLT - Social Justice in the Outdoors
Chapter 4: Manifest for Change
Mandate for Change
Changing Habits of Mind and Heart
Critics of Change
I|D|E|A - Ideas for Lifelong Learning
Chapter 5: The Priest of Garonne
A Utopian Democracy
Patterns for Lifelong Learning
Maritain’s Mission
Global Education
Constructivism – A Self-investigation of the Truth
Maritain and Alinsky
Heretics of Democracy
Chapter 6: The Naturalist
Environmental Fascism
Realist Philosophy
A Sustainable Order by Executive Order
No Child Left INSIDE Act
Justice for Climate Change
Gaian World View
Chapter 7: Babel Rising
First Rung
The Second Rung
The Third Rung
The Fourth Rung
Rhetoric of Religion
Burk and Marx
Kenneth Benne & Operation Bootstrap
The Tower of Babel
Chapter 8: Greene’s Gospel
Critical Race Theory
CRT Seeded into Civics Education
Chief Diversity Officers aka Soviet Politruks
Social Justice for Toddlers
The Anti-defamation League – ‘Fighting Hate for Good’
The Injustice of Critical Race Theory
Ethnomathematics – Putting Social Justice into Equations
Egalitarian Envy: The Political Foundations of Social Justice 6
Whole Child Pedagogy
Chapter 9: Existential Angst
Robert Ulich, the Universal Man
Birth of a Collaborative - CASEL
Positive Behavioral Interventions and Supports (PBIS)
Lev Vygotsky – Toward a Marxist Psychology
Ulich’s Community House
Existentialism of the Frankfurt School
Chapter 10: Tales from the Vienna Circle
Logical Positivism – The Unity of Science
One Language for the World
Feigl - On Religion
The Marriage of Science and Religion
The Uncertainty of Probabilism
Chapter 11: Plato’s Sophist
Riddle of Lifelong Learning
The Unlearning Agenda
“Critical Attitudes for Good Thinking”
Feibleman - the Polymath
Chapter 12: A Village Education
Community Learning Centers
The Utopians
The Neighborhood Unit
The Mahalla
The Neighborhood Unit Battle Lines
Eco-village Design
Mahalla Committees in America
Chapter 13: A Protopian Future
Perennial Philosophy
Amonashvili – Spiritual Nature of the Child
Protopia
Lenin’s Seeds in Roosevelt’s Office
The Seeder from Iowa
Latvia
Earth Charter Spirituality
Agenda 2030 & Metro Governance
Great Reset – ‘build back better’
Astana – A New Capitol for the World?
Post-Modern Reset
 
Epilogue
Bibliography
Glossary
End Notes

DEDICATION
We dedicate our work to the many teachers that have continued to defend freedom of speech and traditional academic instruction, despite the unrelenting pressure to indoctrinate children with totalitarian ideologies promising to ‘free the child’. One particular teacher, Lois Maxwell., has our admiration for her tireless lifelong commitment to preserve American life and informing parents of the insidious nature of progressive school reform. Another is Mr. Walker, a retired Army Ranger Captain, who loved to teach his 6 th grade students how great the United States of America has been since its birth. All other forms of freedom killing governments will always be deadly. Because absolute power corrupts leaders absolutely. Freedom always gives people life.

PROLOGUE FOR MILLENNIALS
“ When we get ready to take the United States, we will not take it under the label of socialism…. We will take the United States under labels we have made very lovable; we will take it under liberalism, under progressivism, under democracy. But take it we will.”
(Trachtenberg, Communist Party USA) 1
Surviving in Romania under communist rule, Dr. Ileana Johnson Paugh said “We did Have equality . . . “Equal misery, equal suffering, equal maltreatment, equal poverty, equal beatings.” 2 For a hundred years, children living behind the ‘iron curtains’ of Marxist countries knew equal treatment brought equal failures and equal humiliations. In the former German Democratic Republic (GDR), to ensure children saw each other as equal, toilets had no cubicles, and thus no privacy. Children simply had to get over their stage-fright to relieve themselves in front of classmates . 3 In our present state, the US Democratic Republic, unrelenting changes have awakened parents to the maddening policies of non-gender bathrooms in schools and again, Marxists in the Oregon legislature passed the Menstrual Dignity Act, sanctioning the installation of new tampon dispensers in boys’ bathrooms , 4 a step closer to total equality. Millennials need only to listen to those who remember growing up in communist controlled countries to perceive Marxist progress at work.
In Soviet Russia the silence was deafening. Oksana Golovnia recalled; Papa whispered in my ear: ‘Never say anybody’s name when you are in a public place’. To my inquiring and frightened look, he then said aloud: “Don’t those little dumplings look just like little ears! I knew what he meant to say – that someone sitting near by was listening. . .” 5 Innocence is stolen. Friendships are tenuous where ever Marxist ears are listening. Klara Sever warned; “One could never be too cautious. You trusted only very few friends, that meant your little circle was small and sometimes getting smaller and smaller, depending upon who was disappearing.” 6 Eli Naser remembers his childhood in Cuba after Castro seized control. “Persons who applied to immigrate were termed Gusano, meaning earthworm. As a Gusano child I could not receive milk. Milk was reserved for the children of faithful party members. I could no longer play with the neighborhood children.” 7
Lifelong Learners will answer the Marxist call to act for the local benefit of communities and the global betterment of the planet. You are now teaching, training our children, to be social justice warriors and to loathe our country and our history . 8 A mother, having fled from China’s ‘Cultural Revolution’ to live and raise her children in a free country, is re-discovering Communist China in America. Growing up in Mao’s China, all of this seems very familiar , she said. We were also encouraged to report on each other, just like the Student Equity Ambassador program and the bias reporting system . . . Lifelong Learning is not exclusive for the young. What will manifest in re-vitalizing American neighborhoods for the future will require sustainable practices for survival. In Romania, people grew their own vegetables in personal gardens. Engineers, programmers, teachers, were assigned, by their employers, small lots of land outside of their cities. On weekends, armed with hoes and shovels, many traveled to their lots to cultivate potatoes and tomatoes. 9 Canceling or curtailing traditional forms of public service, such as law enforcement, will be supplemented by ‘volunteers’. In Soviet Russia, men and women over eighteen years of age are required to serve three months each year as assistants to th