Think for yourself or others will do it for you.

What is Critical Thinking?

No one always acts purely objectively and rationally. We connive for selfish interests.  We gossip, boast, exaggerate, and equivocate. It is "only human" to wish to validate our prior knowledge, to vindicate our prior decisions, or to sustain our earlier beliefs. In the process of satisfying our ego, however, we can often deny ourselves intellectual growth and opportunity. We may not always want to apply critical thinking skills, but we should have those skills available to be employed when needed.

Critical thinking includes a complex combination of skills.  Among the main characteristics are the following:

We are thinking critically when we rely on reason rather than emotion,
require evidence, ignore no known evidence, and follow evidence where it leads, and
are concerned more with finding the best explanation than being right analyzing apparent confusion and asking questions.

We are thinking critically when we weigh the influences of motives and bias, and
recognize our own assumptions, prejudices, biases, or point of view.

We are thinking critically when we recognize emotional impulses, selfish motives, nefarious purposes, or other modes of self-deception.

We are thinking critically when we evaluate all reasonable inference, consider a variety of possible viewpoints or perspectives,
remain open to alternative interpretations accept a new explanation, model, or paradigm because it explains the evidence better, is simpler,

or has fewer inconsistencies or covers more data accept new priorities in response to a reevaluation of the evidence or reassessment of our real interests, and
do not reject unpopular views out of hand.

We are thinking critically when we are precise, meticulous, comprehensive, and exhaustive
resist manipulation and irrational appeals, and avoid snap judgments.

We are thinking critically when we recognize the relevance and/or merit of alternative assumptions and perspectives
recognize the extent and weight of evidence

In sum,
Critical thinkers are by nature skeptical. They approach texts with the same skepticism and suspicion as they approach spoken remarks.
Critical thinkers are active, not passive.  They ask  questions and analyze. They consciously apply tactics and strategies to uncover meaning or assure their understanding. 
Critical thinkers do not take an egotistical view of the world. They are open to new ideas and perspectives.  They are willing to challenge their beliefs and investigate competing evidence.

Critical thinking enables us to recognize a wide range of subjective analyses of otherwise objective data, and to evaluate how well each analysis might meet our needs. Facts may be facts, but how we interpret them may vary.

By contrast, passive, non-critical thinkers take a simplistic view of the world.

They see things in black and white, as either-or, rather than recognizing a variety of possible understanding.
They see questions as yes or no with no subtleties.
They fail to see linkages and complexities.
They fail to recognize related elements.

Non-critical thinkers take an egotistical view of the world

They take their facts as the only relevant ones.
They take their own perspective as the only sensible one.
They take their goal as the only valid one.



The Controlled Media - Government - Educational Institutions - Method Of Influence Techniques

Mode of Influence:  Choice-respecting (emphasis on message)  


Educative/Therapeutic Reflection
Information Giving
Directed Questioning
Creative Expression
Commenting on Problem or alternatives
Suggesting Ideas
Recommending solutions
Rational argument (message oriented)
Hypnosis (some forms)
Mode of Influence: Compliance-Gaining (emphasis on response)  


Persuasive/Manipulative Rational Argument:

Compliance oriented
Emotional appeals
Compliance tactics: consistency, reciprocation, social proof, authority, liking, scarcity, Hypnosis (some forms)

Mode of Influence: Controlling/Destructive


Isolation from social supports

Selective reward/punishment
Denigration of self and of critical thinking
Dissociative states to suppress doubt and critical thinking
Alternation of harshness/threats and leniency/love
Control-oriented guilt induction
Active promotion of dependency
Physical restraint/punishment
Pressured public confessions 


What can we learn from current scandals in America and other Nations.

A Nation that ignores moral principles is destined to fall.

Rarely has the idiom “virtue is its own reward” looked better than it does in light of the sex scandals sweeping the nation. The so-called “prudishness,” of a previous generation and the respect most men were once taught to have for women — and which Hugh Hefner and his disciples of “free love” mocked — are looking better with each passing day.

Conservatives have been told they can’t impose their morality on others, so how is its opposite working out for individuals and the culture?

Washington Post columnist Christine Emba writes, “…now could be the time to reintroduce virtues such as prudence, temperance, respect and even love.”

“What’s love got to do with it?” asked Tina Turner? Everything. If you love somebody or something — from institutions, to people — you are bound to treasure them, as opposed to what you dislike, don’t respect and treat like a disposable item that is useful for the moment, but is discarded when it has served your purpose.

Who decided traditional virtues were no longer viable and should not be taught to schoolchildren? Was a study conducted that found young people were being damaged from learning how to live and respect one another? Were they expected to catch these virtues on their own without guidance from elders? If so, why do we teach table manners, not interrupting when someone else is talking, sharing and many other things to counter what our lower nature doesn’t teach us?

In the train wreck of our present culture, we are witnessing the failure over the last 50 years to instruct and discipline our children in ways that as adults they are more likely to embrace the values that can lead to a virtuous life.

The idea behind virtue being its own reward is that people who pursue virtue enjoy a layer of protection from the sins now being exposed in so many, from Washington to Hollywood and in between. People who are faithful to their spouses in marriage, honest in their financial dealings, respected for their character and integrity in public and in private don’t have to worry about being “embarrassed and ashamed,” as Sen. Al Franken said of his behavior toward some women.

Former Secretary of Education William J. Bennett published “The Book of Virtues” in 1993. It is a collection of moral tales designed to instruct us on the benefits of virtue and the consequences of its opposite.

The chapter titles reveal a list of ancient truths that seem increasingly scarce in modern society. They include some of the things Ms. Emba notes we are missing in today’s culture: Self-discipline, Responsibility, Courage, Honesty, Loyalty and Faith. Question: Would anyone argue these virtues have exceeded their “sell-by” date? It turns out that living by one’s own moral code, or none at all, has been a disaster for individuals and for the nation.

In the introduction to his book, Bennett writes of the necessity of reaching “the inner part of the individual, to the moral sense.” Today, he writes, “We speak about values and the importance to ‘have them,’ as if they were beads on a string or marbles in a pouch. But these stories speak of morality and virtues, not as something to be possessed, but as the central part of human nature, not as something to have, but as something to be, the most important thing to be.”

In the train wreck of our present culture, we are witnessing the failure over the last 50 years to instruct and discipline our children in ways that as adults they are more likely to embrace the values that can lead to a virtuous life. Why did we expect any other outcome after mostly abandoning these virtues? If you penalize and discourage virtuous things you will get less virtue; conversely, if you subsidize and encourage virtue, you will get more of it.

The scandals playing out in newspapers and on TV speak to this. The question now is will we “repent,” as the Scriptures advise, and seek a new path which, in fact, is a very old path that leads to a more virtuous life, or continue down the current path which leads to destruction?

Cal Thomas is America's most widely syndicated op-ed columnist.

Readers may email Cal Thomas at tcaeditors@tribune.com.


The Crucifixion Of Truth In The United Kingdom
Nov 21, 2017 by Shirley Edwards

The War Of Attrition

(These are my views as a woman living in England, on how the culture and spirit of my country has changed over 50 years.  Why the country does not feel protected or strong any more, how it has lost, and is losing it values and decency, and how we are daily losing our free speech.)

Almost everyone knows what it is like to live with a family member, a friend, or a work colleague, who through an outright or subtle form of manipulation, can eventually wear you down into submission. Sometimes, we call it a ‘battle of wills’; as we attempt to fight off a willful or controlling spirit that manifests itself through many relationships that we are involved in. You can be urged to believe its ideals, cater to its requests, and forced to adhere to its ways.

A spirit of conformity eventually robs you of your true identity, if you are not aware.  Driven down, some have completely lost the battle for their souls.  Attrition warfare, a process of wearing down an opponent has been taking place, ‘spiritually’.  Your energy has been stolen, bit by bit, to feed an entity that has no decent life force of its own.  It has used the adage of the ‘common good’ or ‘keeping the peace’ as a tactic against you in its arsenal.

On a global scale, this invisible entity has also been building up an army of soldiers and snipers to use ammunition to fire against its very own comrades.
Covert agents are everywhere residing in the media, government services, the health service, education, and religion. Death is the outcome.  You are the target, and your co-operation is demanded, and not requested.

Common Purpose

A malevolent spirit, which can be experienced in the majority of public workplaces, and for which most people cannot quite fully explain or put their finger upon, is a form of oppression disguised under leadership or change management, that creates a sense of instability and confusion, depending on how many times you go through a process of change.  It has been infiltrating society over quite a number of years.

It is not unusual on occasion to detect a very common trend in tactics used through specialized learning and behaviour techniques, such as NLP, which eventually finds you somehow agreeing with an outcome instigated by a friendly facilitator who has already pre-planned the outcome of how you will view and deal with a project.

You can sometimes sense you have been merely ‘used’ in your association with people who use behavior techniques, and they are sometimes unaware of the effect and the damage they have created. This system can rob you of your own individual and creative skills and also rob you of your free will.  It will also edify the facilitator into falsely believing they are the new and ‘much wiser’ leader in society for achieving the desired outcome.  Eventually, you learn never to trust them, even though they believe they are leading by example.

It is widely reported that Common Purpose, CP, a political charity, reported to be funded by public money, may be at the root cause of destroying democracy, by selecting personnel who work in the public sector into their leadership programmes to influence and determine their desired change.   Using Neuro Linguistic Programming and behavioural techniques, Common Purpose boasts that it trains the future leaders of society, and that at the core of what they do are two strands of thought leadership:

Leading Beyond Authority and Cultural Intelligence (CQ).

If you have noticed over a period of time that public services such as local councils who once served the community have now changed into law enforcers; it may be possible that the senior leaders of those organizations have partaken in common purpose training, and disseminated that work ethos down through the organization and out into society. It is reported there are now 65,000 CP Alumni worldwide having an impact on the cities they operate in and 4,000 new leaders benefiting from the program every year. You can read about the organization here and the global impact it is having upon the world in links provided below:

Cultural Intelligence training, which also works alongside Emotional Intelligence and considered a vital requirement if you wish to get on in leadership positions; may appear to be a very considerate way of respecting the differences in other cultures or lifestyles in order to work more effectively in business. However, in effect, is it really about learning how to make a multi-cultural society blend into one, and is it side-lining anyone’s beliefs that just may not tie up with common purpose ideals?
Cultural Intelligence talks a lot about your core and your flex.   The core is who you are and the beliefs that you have and which should not change.   The flex is your adaptability, your knowledge and your consideration towards other cultures in order to work together without changing your core.
However, one does not have to assume what cultural intelligence is, when on a daily basis we personally experience the reality of the very biased consideration which is continually being given to others.    The foundations of the British way of life have been sacrificed and it has lost its own identity.

Consider just a few examples of what is really taking place.

The case of Joshua Sutcliffe, a Christian maths teacher at a school in Oxfordshire facing discipline for calling a female student a ‘girl’ when they wanted to be called a boy.  The school has accused Joshua of ‘mis-gendering’ the pupil contravening the school’s equality policy. 

Felix Ngole, expelled from his course at Sheffield University for stating his Christian views on marriage and sexual ethics on Facebook.   It is thought his views could have offended someone.

Sarah Kuteh a Christian nurse fired by the NHS for talking to patients about her faith while she was helping them get ready for surgery.

Richard Page, a magistrate who has been disciplined by a Cabinet minister and England’s highest judge for saying that he thought a child’s best interests lie in being raised by a mother and a father.

Barry Trayhorn, a Pentecostal minister forced to resign after a complaint was made about a bible verse he quoted at a prison chapel service.

(These cases are being defended by Christian Concern lawyers) All of these cases have happened within health, education law, and religion, and are not isolated cases. They happen on a daily basis.

The above people are being punished for their ‘beliefs’ which can be kept private, but never expressed. They now stand outside the new norms of society, as they have not yet conformed or compromised. They unfortunately will never be able to have enough ‘flex’ to progress in their careers in society, despite being very gifted and experienced people. They must be punished.

With emotional intelligence, cultural intelligence and social intelligence all being used as a superior standard of interacting with people, the genuine is becoming lost and we live in a false world of caring for each other, whilst destroying each other with lies. People are suffering under attrition warfare, a sustained process of wearing down an opponent until they physically collapse and they lose the will to fight.

As Christ was crucified on the cross, the truth is being crucified in the UK. Who will win this War of Attrition, and which side will you stand on, the winner or the losers?    Who is your leader, and who are you following?

Related Information:



Is religion the cause of the words wars?

​Under War's Bloody Banner 
by Carl Teichrib

From whence come wars and fighting among you? come they not hence, even of your lusts that war in your members?  James 4:1 (KJV)

“…all modern trends point to the specter of a terrifying, bigger and more pitiless conformity.” — Erik von Kuehnelt-Leddihn.[1]

If a global motto exists, it would have to be “Give Peace a Chance”.  From every corner of the world, from every academy and institution, from every school, church, and public office, it seems that the cry for global peace is being sounded.

Peace is a noble idea; but since mankind has had a written history, we have never known true peace. The scattered, bleached bones of human history testify to this brutal truth – millions upon millions of times over.

So is Mankind incapable of achieving ultimate peace on Earth? In a nutshell, yes. But accepting this reality doesn’t imply that we are to automatically embrace conflict and strife. If anything, it gives us a window into who we are and how we operate. Unfortunately, the view from this window isn’t very pretty.

How do we collectively respond to this sad state of affairs? By perpetuating a lie.

Religious Guilt and the Death Factor

It has been popularly said that religion is responsible for the majority of the world’s conflicts. Posted on a BBC News Talking Point discussion board on the relevance of religion, one commentator boldly asserted, “Just look around the world today. Religion is the cause of all war and hate.”[3]

Expounding on this line of thinking is an internet petition seeking “world peace” by the outright banning of “organized religion.” This petition, which needs to be viewed for what it is – an exercise in dissent – makes it very clear that organized religion “in all it’s factions, is responsible for most of the worlds wars and the entire ‘War on Terrorism’.” A number of petition signers, some showing immense tolerance by resorting to obnoxious and crude language, repeat the mantra “Religion is the cause of all wars.”[4]

On a more serious note, Ken Wilber, a contributor to BeliefNet.com writes,

“Throughout history, religion has been the single greatest source of human-caused wars, suffering, and misery. In the name of God, more suffering has been inflicted than by any other man made cause…for every year of peace in humankind’s history there have been fourteen years of war, 90% of which have been fought either because of, or under the banner of, God by whatever name.”[5]
Has religion really inflicted “more suffering” than any other man made cause? Is this assumption, one shared by a large segment of society, an accurate notion? Certainly it’s a position that’s well ingrained.[6]

Demonstrating the imbedded nature of this popular impression, history professor Pat Johnson writes, “I challenge my classes to comment on the following statement: Organized religion has caused more suffering, wars and violence than any other cause. Almost all the students raise their hands in agreement.”[7]

Logically, if religion has been the major cause of the world’s wars and death, then religion should shoulder the burden of responsibility towards making peace. Today, this rationale underscores much of the global interfaith movement, including the recent United Nations Conference on Interfaith Cooperation for Peace.[8]

But can the finger of guilt really point to religion as the primary cause of war and strife?

The Killing Century

In analyzing this hypothesis of religion’s global war guilt, let’s examine the role of religion as the primary killing factor in the bloodiest century of all time – the last one hundred years. As Winston Churchill explained during the MIT Mid-Century Convocation,

“Little did we guess that what has been called the Century of the Common Man would witness as its outstanding feature more common men killing each other with greater facilities than any other five centuries together in the history of the world.”[9]

So was religion the prime death factor, the “single greatest source” of war and suffering, for this very cruel and brutal century?
In order to understand the answer to this question, we need to chart the major wars and human-caused genocides that occurred during this time frame. And in order to do this in the space allotted for this short article, we need a lower stop-limit number – let’s say 1.5 million as a minimum death total.

Please bear in mind that this chart will not be able to list or separate-out all examples. Some, such as the death figure for World War II, could be broken down into holocaust tabulations, single battle totals, etc – but we’ll try to keep it simple.

Furthermore, it’s important to note that many historical conflicts and killings lack accurate death tabulations, and in some instances – such as killings done under Stalin and Mao – the numbers given in our chart may actually be too low.

Other problems arise from the lack of concrete death totals. For example: the Mexican uprisings of 1910-1920 variably runs between 750,000 and 2 million dead, likewise the decades-old Rwanda/Burundi conflict falls into this statistically difficult range. Because of the variance in accounting up to the 1.5 million mark, I will leave out these two examples, along with many others that display complex numerical discrepancies up to the 1.5 million figure.

However, the following death-inventory will suffice for our brief review.[10] Notice how many of these mass-killing events had classical religion as its central cause.

Congo Free State
Time Frame                         1886-1908
Est. Dead                              8,000,000                                 
Central Cause                      Control of colonial profit and power base

Feudal Russia
Time Frame                         1900-1917
Est. Dead                              3,500,000  (figures vary)                                  
Central Cause                      Political control

Turkish purges (cross-over with the Russian struggle & World War I)
Time Frame                         1900-1923              
Est. Dead                              5,000,000                                
Central Cause                      Ottoman Empire collapse. Political control struggle.      Islamic/ethnic factors play an important role

First World War
Time Frame                         1914-1918
Est. Dead                              15,000,000                                
Central Cause                      Balance of power

Russian Civil War
Time Frame                         1917-1922
Est. Dead                              9,000,000                               
Central Cause                      Political control

Soviet Union, Stalin Regime
Time Frame                         1924-1953
Est. Dead                              20,000,000                                  
Central Cause                      Political control

China Nationalist Era
Time Frame                         1928-1937
Est. Dead                              3,000,000                                  
Central Cause                      Political control

Second World War
Time Frame                         1937/38-1945
Est. Dead                              55,000,000                                
Central Cause                      Balance of power, Expansionism

Sino-Japanese War                    
Time Frame                         1937-1945    
Est. Dead                              21,000,000                               
Central Cause                      Expansion

Yugoslavia (includes WWII)
Time Frame                         1941-1987            
Est. Dead                              2-2,500,000                                            
Central Cause                      Political control, Ethnic and religious issues

Post-WWII German Expulsions from Eastern Europe
Time Frame                         1945-1948         
Est. Dead                              1.8-5,000,000
Central Cause                      Post-war policies, Retributions/Soviet and Eastern, European control

Chinese Civil War
Time Frame                         1945-1949             
Est. Dead                              2,500,000                                    
Central Cause                      Political control

People’s Republic of China (Mao Zedong)    
Time Frame                         1949-1975
Est. Dead                              40,000,000                                      
Central Cause                      Political control

North Korean Regime
Time Frame                         1948-
Est. Dead                              1.7-3,000,000     (figures vary)                                
Central Cause                      Political control

Korean War
Time Frame                         1950-1953      
Est. Dead                              2,800,000 (figures vary)                                      
Central Cause                      Political control

Second Indochina War
Time Frame                         1960-1975
Est. Dead                              3-4,000,000 
Central Cause                      Political control

Ethiopia (includes famine)            
Time Frame                         1962-1992          
Est. Dead                              1,500,000                                            
Central Cause                      Political control, Ethnic issues came into play

Pakistan-Bangladesh Genocide
Time Frame                         1971     
Est. Dead                              1.7-3,000,000   (figures vary)                                
Central Cause                      Political/economic, and social control over East Pakistan, Islam and Hindu ethnic/religious issues

Khmer Rouge
Time Frame                         1975-1978  
Est. Dead                              2,500,000                                   
Central Cause                      Political control

Time Frame                         1979-2001              
Est. Dead                              1,800,000                                        
Central Cause                      Political control, Soviet expansion, Islamic issues

Second Sudanese War
Time Frame                         1983-      
Est. Dead                              2,000,000                                         
Central Cause                      Historical ethnic struggles, Islamic religious issues play a key role, Resource control and usage

Kinshasa Congo
Time Frame                         1998-  
Est. Dead                              3,800,000                                     
Central Cause                      Political control and debasement, Ethnic strife, Resource control

The sheer horror and brutality of mankind throughout the twentieth century cannot be properly demonstrated in a simplistic chart. However, it’s more than apparent that the principal causations of the majority of these awful events – especially those with death numbers more than five million high – cannot be laid at the feet of classical religion.

Remember Professor Johnson and his statement, “Organized religion has caused more suffering, wars and violence than any other cause”? Professor Johnson just baited his students, and as the good professor tells us, “Almost all the students raise their hands in agreement.”

“I then demand that they provide dead bodies as evidence. They usually mention the Crusades and one or two other religious wars they might have heard of but in none of their examples can they come up with a million deaths…  I then point out that most of the people who have died as a result of war, have done so in the Twentieth Century and that most of the killing was done in the name of secular ideologies. I then ask them who is the ‘baddest’ of them all. Most guess Hitler. I then tell them that he is rated #3. Some then guess Stalin and I inform them that most scholars place him at #2 with 20 million killed. Almost no one gets #1 who, of course, is Mao who starts with an estimated 40 million. I then point out that the top two were Communists and Hitler was a radical proponent of Social Darwinism. All of these ideologies are based on atheistic systems.”[11]

Matthew White, a librarian who has done a tremendous amount of study in genocide/war issues, and is the author of the on-line Historical Atlas of the Twentieth Century, gives this Q&A response to the question of “religion.”

“Q: Is religion responsible for more violent deaths than any other cause?
A: No, of course not – unless you define religion so broadly as to be meaningless.

Just take the four deadliest events of the 20th Century – Two World Wars, Red China and the Soviet Union – no religious motivation there, unless you consider every belief system to be a religion.”[12]
Maj. John P. Conway, studying at the US Army Command & General Staff College at Fort Leavenworth, commented in an article “War and Religion: Is Religion to Blame?”

“Most times, it can be argued that religion may play a key and significant role in the conduct of warfare on a psychological and cultural level, but is it the cause of warfare? Do nations, states and kingdoms wage war over religion? Is religion a primary cause of conflict between governments? Many have argued that it is. Another popular statement is, ‘Religion has been the cause of more wars than any other factor throughout history.’ This is commonly accompanied by ‘people have been killing each other in the name of God for centuries.’ Upon closer examination, these statements exude an element of mythology versus fact…  A fundamental analysis of past wars commonly attributed to ‘religion,’ as the causal factor, may reveal an uninformed and reactionary misjudgment. Throughout the course of history, the cause of warfare between sovereign states, kingdoms, and governments is attributable to many factors, but can rarely be attributed to ‘religion’ as is so often the assertion.”[13]

Maj. Conway continues,

“…it becomes apparent that those who make the claim ‘religion has been the cause of more wars than any other factor in history’ may speak from ignorance or have ulterior motives for the assertion. Further, this type of assertion seems rooted in anti-religion posturing…  Men and nations have a history of warfare and the root of conflict is power and gain…  Occasionally war is fought over religion, as is perhaps the case during the reformation period in Europe. More often than not however, the cause of war can't be laid at the door of religion.”[14]

Certainly religion plays a motivational and ruse factor in various conflict scenarios (all kinds of pretexts can be used in inciting and snow-balling hostilities, in 1969 soccer played a key role in exploding tensions between Honduras and El Salvador), but as a whole the main cause of the major genocides and wars of the last one hundred years lie outside of purely religious stimulus. Moreover, even wars that contain a deep religious element often have multiple causations, including economic, political, and territorial grievances.

None of this is to say that religion is innocent when it comes to strife. Historically we can cite the Crusades, the Reformation genocides, and the mass slaughters done in the name of Allah – such as during the Wars of Apostasy.[15] And in modern times we can see the effects of Catholic-Protestant clashes in the British Isles, Hindu-Islamic hostilities in India, the Islamic-Christians slaughters in Sudan, Buddhist-Hindu warfare in Sri Lanka, Muslim-Christian fighting in Indonesia, and the constant struggle in the Middle East between Israel and her Muslim neighbors. However, in terms of the largest concentration of outright killing capacity, communism, national socialism, and imperial expansionism – all power struggles based on centralist methodologies – have been the grandest contributor to war and human-caused mass death. Nothing else comes even remotely close.

Clearly, to exert that “religion is the cause of all war and strife” demonstrates a severe degree of historical naivety, or deeply distorted emotional blinders, or the outright broadcasting of disinformation for an ulterior motive (see Maj. Conway’s above quote).

For the students of Mr. Johnson’s class, naivety is the most probable reason for their belief in this religion-war mythology. But for others, ulterior motives exist.

Wrong Assumptions, Wrong Peace

When wrong suppositions are employed, wrong results are guaranteed.

As already demonstrated, the war/religion assumption is nothing short of faulty. While religions today and historically have been culpable (Islam is a prime example in both modern and ancient contexts[16]), religion has not been the prime cause in every instance of war and strife, not even in the most extraordinary cases of the 20th century. Embracing this mythology as fact, the quest for world peace already finds itself building on a shaky foundation. 

But regardless of the incorrect nature of the above point of view, many religious authors and spiritual leaders hold to this assumption. Then, taking motivational cues from this war theory, a response is formulated around another faulty assumption.

Here’s the crux of the matter: as faith communities are to blame for the world’s sorrows, then religions need to unite under a common umbrella to ensure peace and security prevails. Therefore, by uniting faiths in the push towards world peace, the divisions that drive humanity to mass violence will be bridged. Today’s global interfaith movement takes this approach, as does Ken Wilber of BeliefNet.com.

Postulating this idea of religious unity in light of religion’s historical war burden, Wilber explains, 

“If humanity is ever to cease its swarming hostilities and be united in one family, without squashing the significant and important differences among us, then something like an integral approach seems the only way. Until that time, religions will continue to brutally divide humanity, as they have throughout history, and not unite, as they must if they are to be a help, not a hindrance, to tomorrow’s existence.”[17]

So what does it mean to be religiously “united in one family”?

Marcus Braybrooke, president of the World Congress of Faiths, explores this theme in his book, Faith and Interfaith in a Global Age,

“My hope – though certainly not the hope of all in the interfaith movement – remains that dialogue will eventually bring convergence or, at least, that theology will become an inter-religious discipline or ‘global theology’.”[18]

German Catholic theologian Hans Küng describes a similar pan-spiritual unification, “after intra-Protestant and intra-Christian ecumenism we have irrevocably reached the third ecumenical dimension, ecumenism of the world religions!”[19]

Küng and Braybrooke’s concept of universalism is shared by a large assortment of spiritual thinkers, and even some religions. John Davis and Naomi Rice – both connected with the Coptic Fellowship International – succinctly tells us that “the ultimate objective is a fellowship of religions, and the gradual appearance of a world-faith, which in its broader concept will be able to encompass all humanity.”[20] Similarly, the
Bahá’í International Community, the global representative of the Bahá’í faith, openly asserts, “The key to interfaith harmony and co-operation is to focus on the essential oneness of all religions.”[21]

To a global public sick of war and bloodshed, the above unification ideology becomes a very appealing venue. Yet this postulation flies in the face of anthropology, sociology, history, and theology. The belief sets of Christianity, Judaism, Islam, Buddhism, Animism, Hinduism and so on, are fundamentally and irrevocably disconnected – including who God is (or is not), the constitution of Man, the problem of evil, and the redemption solution to humanities failed state. Furthermore, the concept that all religions are “equally valid” is logically inconsistent.

If all religions are authenticated as valid, we must then admit each spiritual expression into this new “global religious club” as legitimate forms. Therefore, cults-of-death such as the Aum Supreme Truth movement – which was accused of delivering nerve gas inside a Tokyo subway train – must be more than just tolerated, it must be embraced as a legitimate source of truth. Satanism too, along with any other anti-social belief system, no matter how disagreeable, must be accepted on par and received into this universal fold.

Clearly, this “world faith for world peace” assumption is also lacking in credibility. However, this shouldn’t come as a surprise; after all, this flawed unity concept is designed around the first fabrication – the guilt of war.

It can never be said that a House of Truth is built on lies, yet the perfect dream of world peace is being constructed on that very foundation. Waving the flag of tolerance and solidarity, religion is looking to re-invent itself to a new level of “planetary responsibility” – devoid of truth, logic, and reality.

Indeed, as Man sacrifices truth in the pursuit of peace, the only peace gained will come at the sacrifice of liberty. Why? Because such a system, misdirected from the onset, can only coerce and enforce. And whenever Man imposes a utopian peace design – that is, the “creation of peace” at the expense of reality – it inevitably becomes a “bloody utopian dream.”[22]

Paradoxically, by its nature, a “world faith”- world peace structure may actually become a type of self-fulfilling prophecy, ultimately raising the terrifying banner; “Peace is the destruction of all opposition.” 


  Brave New Schools Selected Excerpts

GLOSSARY of Education Terms
We hope to add more definitions as new programs and labels appear. Hopefully, this will help Christian parents identify -
Educational terms that sound nice but hide a contrary meaning
Occult practices that may sound safe but involve other gods and pagan rituals Brave New Schools

Three Sets of Meanings for Educational Buzzwords

The three global absolutes -- which children are trained to see as fact in our schools -- are:   pantheism,   monism,   and   evolution. 

How it works:

Outcome-Based Education 
Educating students according to planned results or "outcomes" A systemic plan to prepare all students to meet high standards  
A UN-led management system based on international educational standards using financial and other incentives to make sure local schools prepare students to meet its effective (feeling-based, not factual) standards. The delivery system for Mastery Learning......

Here is how it works:

(A) Old Paradigm: Traditional meaning

(B) Transition: What Parents are told is be taught

(C) New Paradigm The Actual  meaning  in  the NEW CONTEXT


                                      Critical Thinking

(A Old Paradigm)        Rational, factual study and analysis. Teaching students to think for themselves.
(B) Transition)             Criticizing and challenging traditional beliefs, values and authorities.

(C) New Paradigm)     Often uses ridicule, intimidation and rejection to conform children to the new paradigm.   

Values Clarification
Help students clarify traditional American values. Help students clarify & communicate their own values.
Using facilitated dialogue to replace old beliefs and values (first) with moral relativism and self-made choices, then (second) with new global beliefs and values. Shatters faith, destroys modesty, desensitizes to evil, and frees children to follow their feelings.

Mastery Learning Students must learn the facts required in subjects such as math, grammar, history, etc.

Students will be given time needed to master the new standards
Psychological strategies for conditioning students to new beliefs, values, and ways of thinking.

Failure to meet attitudinal, not factual, standards means more drilling until students demonstrate the "right" responses  

Local Control
Elected school boards represent local parents.

Local schools choose and manage their own learning programs. The lowest level of a new centralized bureaucracy.

A selected panel of supportive citizens will make sure students learn what national standards and tests require.

World Class Standards
New standards needed for global challenges “High standards” needed for work in a global economy  
Low standards for literacy, comprehension, and factual knowledge.

“High standards” for the beliefs, attitudes, and group thinking needed to prepare human capital for the global workforce  

Higher Order Thinking Skills

Factual, rational thinking. 

Apply, analyze, synthesize, evaluate. 
Analyzing, synthesizing, and applying information based on politically correct sets of opinions and facts.            

Conflict Resolution

Resolving conflicts.

Learning to settle disputes peacefully.  
Learning to synthesize beliefs and trade old absolute beliefs and values for compromise positions and a new set of absolutes          

Consensus Building

Agreement through facilitated group discussion.

Seeking mutual understanding on a given subject.  
Reaching a predetermined outcome through facilitated dialogue, often by ignoring, labeling, intimidating, ridiculing, or ignoring any form of dissent.

Whole Language

The writer or speaker's normal, intended meaning. Learning to read and write in a relevant, meaningful context.  
Student gives his own expression and meaning to text, rather than learning to extract meaning of author.

Accuracy and literacy fade in this process of standardizing human capital.

Co-operative learning Students working together.

Preparing  for work with people whose cultural values differ from yours.  
Vital to global standards in education and workplace.

Faster students help slow students instead of moving ahead. All must practice unity and tolerance for other ways and values.

Multicultural Education

Learning about  other cultures. 

Learning to respect and appreciate “all” cultures & lifestyles
Becoming a multicultural person, open to the pluralistic beliefs and lifestyles of all except those who cling to Judeo-Christian values.

Drug or Sex Education

Warning students to avoid drugs and premarital sex.

Teaching facts and values needed for healthy lifestyles.  
Classroom encounter groups that discuss options under guidance of non-judgmental teacher. Unthinkable acts become alluring possibilities.  

Definitions: These are keys which will unlock your understanding as to how we are misled and deceived at all levels of society.

I have highlighted some you may recognize.

Most of these definitions came from the glossary in Brave New Schools. They were compiled with help from Cynthia Weatherly, Sarah Leslie, Charlotte Iserbyt, Marla Quenzer (Iowa), Betty Lewis (MI), Elizabeth Stoner (Mississippi) and others.
Finally, to fully understand the new worldwide education system and the context for these terms, we suggest you read Brave New Schools.

​ACHIEVEMENT-BASED EDUCATION: See Outcome-based Education. Remember, the labels change as often as needed to keep ahead of critics.

AFFECTIVE DOMAIN: The area of learning that deals with feelings, beliefs, values, attitudes, motives... all those inner factors that determine behavior and responses to stimuli. By changing or modifying the affective domain, educators can control behavior--or so they believe. (See Mastery Learning)

ASSESSMENT: A means of measuring student progress toward national and state goals.

AUTHENTIC ASSESSMENT: Alternative tests which assess student ability to solve problems and perform task under simulated "real life" situations. It measures student responses which demonstrate what students think, do and have become. These outcomes are recorded during normal classroom involvement. Teachers may use hand-held computer scanners that scan the students' bar coded name and responses, then transfer the information into a computer later.

Sum-mative Assessments in the Classroom: "...are given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. ....

Formative Assessments: "...part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments."

AT-RISK: Any "student who is at risk of not meeting the goals of the educational program...or not becoming a productive worker." (Iowa State Standards) Programs such as Parents As Teachers (PAT), 21st Century schools, Healthy People 2000 and others define at-risk in categories such as PAT's famous "other, that wonderful catch all." (See Parents As Teachers)

BENCHMARKS OR MILESTONES: Tangible, incremental steps toward meeting specific goals and national standards.

BRIDGING: A teacher helping students make connections between what they are studying and real-life, out-of-school experiences.

CERTIFICATE OF ADVANCED MASTERY (CAM): An advanced achievement credential that follows the CIM and supposedly proves mastery of "higher-level educational outcomes". (See Workforce Development Means Lifelong Indoctrination)

CHANGE AGENT: A term utilized by many, including President Clinton and leading educators, to summarize a major task of educators: to change our schools, our children, our nation, and the world.

CHARACTER EDUCATION: An attempt to teach students global or core values. It sounds good, but character qualities such as responsibility, respect, and honesty are redefined to fit the global paradigm. Traditional morality will no longer fit nor be tolerated. (See "Character Training for Global Citizenship")

CHOICE: Allowing parents to enroll their children in any public schools within the district or inter-district, or--depending on the scope of the choice program--provides tax credits that can be applied toward tuition in private schools. All schools receiving federal funding must adopt "voluntary" national standards which force students to conform to core beliefs, values and attitudes. "Such choices should include all schools that serve the public and are accountable to public authority." (America 2000)

CIM, CERTIFICATE OF INITIAL MASTERY: Replacing the high school diploma, the CIM (under this or another label) will be the "new job ticket"--the reward for demonstrating "mastery" in the various attitudes and citizenship skills deemed necessary for employment and citizenship. (See Workforce Development and Zero Tolerance for Non-Compliance)

COGNITIVE DEVELOPMENT: The mental process of acquiring information, building a knowledge base, and learning increasingly advanced reasoning and problem-solving skills from infancy through adulthood.

COGNITIVE DISSONANCE: Mental confusion and emotional tension caused by incompatible values. Created through classroom stimuli such as hypothetical stories or pagan ritual that conflict with home-taught values, it forces most children to rethink and modify their values to resolve the conflict.

COLLABORATIVE LEARNING: Group learning. Views all knowledge as "the common property of a group."

COLLECTIVE: The opposite of individualism and free enterprise, it emphasizes utopian ideals such as Marxist equality and "serving the greater whole". Examples: a commune or a communist farm "owned" and operated by all the people.

COMPREHENSIVE HEALTH EDUCATION: A sequential pre-K through 12 curriculum to address the physical, mental, emotional and social (including holistic) dimensions of health.

COMPREHENSIVE SCHOOL HEALTH PROGRAM: The school, as the hub of the community, offers health (including sex, AIDS, etc.) education and services, integrated school and community health promotion, nutrition/food service, guidance-counseling, etc. (See School-based clinics)

CONFLICT RESOLUTION: A psychological technique for dealing with (often hypothetical) conflicts. It manipulates a child's value system, trading old absolutes and convictions for compromise positions. In a legal context, it is used to avoid litigation. (See Consensus Building and Common Ground)

CONSCIOUSNESS: Individual or collective (public and cultural) awareness or the moral and spiritual consciousness of a nation. This consciousness reflects the common world view or paradigm.

CONSENSUS BUILDING: The process by which students, schools, communities or groups of people learn to compromise individual beliefs and ideas in order to seek "common ground" and come to consensus. This pre-planned consensus may be dictated from the top-down (national to local), yet be promoted as grass roots ideologies. It changes beliefs through pressure to conform to group-thinking. (See Synthesis)

CONTENT STANDARDS: Descriptions of what students should know and demonstrate in each subject area.

CONTEXT: The setting or circumstances that surrounds a particular event, statement or story. Since most events or stories are understood or interpreted according to its context, a teacher can change traditional meanings by altering the context. The Biblical word "truth" gains a totally different meaning when used in an Indian myth such as The Truth about the Moon, which doesn't tell the truth at all.

COOPERATIVE LEARNING: Small groups of students with varied abilities who learn to share responsibility for achieving group goals. High achieving students carry the weight of a group assignment for which all receive the same group grade. It is supposed to eliminate competitiveness and individualism while teaching cooperation, problem solving, and responsibility for achieving group success instead of personal success. Promoting collectivism, it lowers academic standards by forcing high achievers to bear the burden of success for others.

CRITICAL THINKING: Challenging students' traditional beliefs, values and authorities through values clarification strategies and Mastery Learning. (See Sex Ed and Global Values)

CULTURALLY APPROPRIATE STRATEGIES: Practices that celebrate diversity and enable students to succeed in school regardless of race, gender, national origin, religion, age disability, marital status, family background, or economic status. They sacrifice the rights of individuals to supposedly gain the collective good of the whole.

CURRICULUM FRAMEWORK: A stepping stone between national standards and local curriculum which tells local districts what they must teach to meet state and national standards.

DELPHI TECHNIQUE: Communication technique used to manipulate a diverse group toward a consensus position through circulating information for comment in several rounds synthesizing the responses until all agree. If a participant's view cannot be synthesized with the groups after repeated rounds, then the premise must be declared invalid and abandoned. Breaks down moral barriers and shifts students world view from the old to the new paradigm.

DISCOVERY LEARNING: The student supposedly generates and tests his own ideas, conclusions, concepts, etc., creating his own understanding of reality and giving new meanings to traditional words. In reality, he or she is prompted toward a pre-planned understanding through stories, suggestions, questions, and group dialogue

DISSONANCE: See Cognitive dissonance.

DISTANCE LEARNING: A broad term encompassing technology that extends the learning community beyond the classroom walls. Courses are offered via satellite and the Internet, and email links students directly to peers, professors, programmers and change agents around the globe. Dustin Heuston of Utah's World Institute for Computer-Assisted Teaching (WICAT) shares his delight in the power of this technology: "We've been absolutely staggered by realizing that the computer has the capability to act as if it were ten of the top psychologists working with one student. You've seen the tip of the iceberg. Won't it be wonderful when the child in the smallest county in the most distant area or in the most confused urban setting can have the equivalent of the finest school in the world on that terminal and no one can get between that child and that computer? (See Clinton’s War on Hate Bans Christian Values)

DREAMCATCHER: A "magical" spiderweb inside a sacred hoop (circle or ring) which, according to the contemporary myth, stops bad dreams but allows good dreams to float through. Supposedly an American Indian fetish, children make it in crafts classes and hang it on or near their beds -- expecting miracles.

EARTH-CENTERED SPRITITUALITY: A pantheistic, monistic blend of the world's pagan religions. It views all life as being interconnected and trades God for a spiritualized Mother Earth, nature spirits, or other supernaturals. (See Gaia)

EDUCATIONAL ESTABLISHMENT: The national and international, bipartisan leadership that plans and promotes today's transformation. Diverse and often divided, it is bonded by a common vision of the transformative role of education--and of their own role as change agents.

ELECTRONIC PORTFOLIO: The computer-driven permanent record for each learner, which contains and discloses personal information. (See No Place to Hide)

EQUALITY: All schools conforming to an "equal" standard determined by the needs of the slowest learner. It limits a student's ability to excel and explains why OBE is referred to as "dumbing down".

EURYTHMY: A form of movement defined and promoted by Rudolf Steiner, a former Theosophist (a follower of the channeled messages from "Ascended Masters," especially the Tibetan Master Djwhal Khul, spirit guide to Alice Bailey), and the founder of the Waldorf Schools.

FABIAN SOCIALIST: A member of the Fabian Society which sought the gradual worldwide spread of socialism by peaceful means. The Huxley brothers, Aldous and Julian were Fabian socialists. Aldous wrote Brave New World. Julian Huxley became the first head of UNESCO, where he laid a socialist foundation the global education program now being implemented around the world. See also http://en.wikipedia.org/wiki/Fabian_Society

FACILITATOR: (1) A non-directive, non-judgmental teacher/leader who creates an environment for learning, records student progress, and motivates students to exercise self-direction in determining and achieving educational goals. (2) A change agent who chairs hand-picked committees or groups to direct discussion toward the "right" predetermined conclusions or consensus. This process is called "managed change."

GAIA: (1) The name of the ancient Greek earth-goddess, (2) a "scientific" hypothesis by Dr. James Lovelock, who views the earth as a living, self-directing organism, (3) a feminine, pantheistic lifeforce that embodies, nurtures and guides the evolution of all life. See illustration in the article, From the Littleton Crisis to Government Control.

GENDER NORMING: Grading student, not on merit alone, but on subjective gender expectations by staff based on student's gender coupled with class performance. An attempt to "level the playing field.

GLOBAL EDUCATION: Prepares students to be global, interdependent citizens by developing a global consciousness which embraces "universal" values and pantheistic, earth-centered beliefs that supposedly will save the planet and unify its people. Teaching global idealism and training students in political activism, it builds a malleable young army ready to support the United Nations and other organizations calling for a world government. Watch out! The process of building world citizens is detailed in Brave New Schools.

GLOBAL SPIRITUALITY: A blend of the world's New Age and earth-centered religions. Since most are pantheistic, monistic and polytheistic, they fit together--but exclude monotheism, especially biblical Christianity. Those that don’t fit the pattern needed to model the new global spirituality, are simply molded or adapted to fit. Thus, a universalist revision of "Christianity" would be acceptable – one that deletes the cross and Jesus Christ as the only way. See Establishing a Global Spirituality.

GUIDED IMAGERY: A visualization exercise directed by a teacher/facilitator to produce a relaxed or altered state of consciousness. Since the facilitator often guides the students toward pre-planned images, the exercise becomes ominously like a class in witchcraft. As Starhawk, founder of the Covenant of the Goddess, wrote in The Spiral Dance, spell casting and magic are based on a four-fold formula: relaxation, concentration, visualization, and (mental projection). See Star Wars joins United Religions at the Presidio.

HIGHER ORDER THINKING SKILLS (HOTS): Psychological manipulation using "application, analysis, synthesis, and evaluation" (the higher level of Bloom's Taxonomy) without the factual knowledge needed for rational and objective thinking. Students base their "own" conclusions (to which they are led by a trained teacher-facilitator) on biased, politically correct information and disinformation. (See Lower Order Thinking Skills and Chapter 3 of Brave New Schools.)

HOLISTIC EDUCATION: Education involving the whole person--body, soul, and spirit. It integrates all subjects and infuses all learning with a pantheistic, monistic spirituality.

HUMAN CAPITAL or RESOURCE: The new label for all people, adults as well as children, who are being shaped to match the supposed needs of the global economy. The goal of our new U.S.-UNESCO education system is lifelong training and socialization for a global workforce managed through consensus groups and Total Quality Management (TQM).

(What used to be a Personnel "human related" Office or Department  is now a biological "dehumanizing" resource department.)

INCLUSION: Assigning all students to regular classrooms, including those with severe disabilities, thus turning each class into a special education class.

INDIVIDUAL EDUCATION PLAN (IEP): The individualized behavior modification plan for changing a students beliefs and behavior through stimuli, response, assessment, and remediation. The control mechanism of Mastery Learning, it adapts to each student's rate of change and degree of resistance and indicates corrective measures. Masquerading as an academic plan, its goal is to mold minds to fit the global community and workforce. The goal is to use computers programmed according to each child’s needs, weaknesses, interests, and resistance or "locus of control. 

"A lifework plan [IEP]is a personal information system that will benefit decision-making. It is a living document, frequently revised. The lifework plan should [include] . . . individualized learning plans and/or career development plans. It should provide a format such as a portfolio for collecting relevant materials. Most educators foresee a computer record-keeping system that supplement paper files." From the glossary at Maple River Education Coalition

"Lifework Plan (also known as IEP or Individual Education Plan): DCFL defines it as follows: "A lifework plan is a personal information system that will benefit decision-making. It is a living document, frequently revised. The lifework plan should [include] . . . individualized learning plans and/or career development plans. It should provide a format such as a portfolio for collecting relevant materials. Most educators foresee a computer record-keeping system that supplement paper files." 

INFUSION: A strategy that hides or blends politically correct social philosophies and matching activities into the basic content of the curriculum.

INTEGRATIVE EDUCATION or CURRICULUM: Organizing learning around broad themes, thus making it easy to infuse global, new-paradigm suggestions and activities into standard lessons. See note with practical explanation at the end.

INTERDISCIPLINARY APPROACHES: blending various subjects (math, art, language, etc.) in order to teach and demonstrate the unity of all things. See systems thinking.

INTRINSIC MOTIVATION: A system of rewards based on the inner feelings of the child.

JOURNAL: A daily record in which students express and deal with their feelings and emotions. When included in the student's assessment portfolio, it violates the students' right to privacy. Unlike traditional journals which recorded facts (travel, business, etc.), these journals contain expressions of feelings and attitudes that stress emotional responses, encourage the child to focus on feelings rather than facts, and become revealing indicators of progress toward new values or resistance to change.

LIFE SKILLS, LIFE ROLE COMPETENCIES: Preparation for all life roles. The total development of the child--body, mind, and spirit -- as a learner, worker, consumer, family member, and citizen. What the student must believe, think and do to meet the exit outcomes.

LIFELONG LEARNING: A continual, lifelong program to re-educate the masses in preparation for the 21st Century workforce and community. All adults must meet the social, psychological, and work skills standards required for work and citizenship. (See articles on the UN Plan for Your Mental Health, Clinton’s War on Hate, Star Wars, and others.

LITERACY, ENVIRONMENTAL: Embracing the global view of the "environmental crisis" and accepting the politically correct understanding of Global Warming, Ozone holes, etc. Has little to do with the traditional meaning of literacy.

LITERACY, FUNCTIONAL: Basic literacy skills (such as reading a map or following instructions) needed to live and participate in society. Does not necessarily mean the ability to read in the traditional sense.

LITERACY, HEALTH: Accepting the new politically correct standards and responsibilities for personal and community health, including mental health. (See The UN Plan for Your Mental Health)

LITERACY, WORKPLACE: Literacy focused on specific job skills; learning the factual, communication, reading, and math skills need to perform required functions.

LITERACY, CULTURAL: Viewing life, people, and nature from a politically correct or new-paradigm perspective.

LITERATURE BASE: Teaching language arts, civic responsibility, and character through literature. It enables teachers to manipulate a child's belief system by choosing new-paradigm literature and/or interpreting literature according to the new paradigm.

LOCAL CONTROL: A smokescreen to pacify critics. A euphemism, since all control rests with those who determine the national standards and assessments. Local educators are only free to find ways to meet those national standards.

LOWER-ORDER THINKING SKILLS: Include knowledge, comprehension and memorization, the cornerstones of traditional schools, which have been demoted to lower-order skills. (See Higher Order Thinking Skills and Mastery Learning)

MAGIC GATHERING: An increasingly popular and psychologically addictive occult card game used by young and old nationwide, often after years of involvement with the occult role-playing game Dungeons and Dragons. Used to teach math to gifted students, it is gaining popularity --inside and outside classrooms--even among elementary ages students. A New York student, excused from playing Magic in his classroom, was given a card called "Soul exchange". It pictured spirits rising from graves and advised: "Sacrifice a white creature." On the playground, his school-mates "summon" the forces on the cards they collect by raising sticks into the air and saying "Spirits enter me." They call it being "possessed." All except one parent had given their uninformed consent. (See article on "Pokemon.")

MAGNET SCHOOLS: A public school focused on a specialized area of learning, which may have formed a partnership with a private organization.

MASTERY LEARNING: A psychological process based on the premise that all children can learn if given enough time and help. It uses behavior modification techniques (stimulus, response, assessment, remediation) to change the students' beliefs, attitudes, values and behavior. The student must "master" each sequential step toward the required "outcome" (and demonstrate this mastery by modifying behavior patterns) before advancing to the next stage. (See IEP, OBE, Global Education)

MEDICINE (American Indian): Magic, spiritual power, as used in medicine man or medicine wheel (See list of symbols).

MIND MAPPING: A new way of diagramming complex conceptual relationships. With their imagination, students create a network of lines connecting words and brief phrases.

MONISM: All is one; everything is interconnected, bound together through a pantheistic force that infuses everything with spiritual life.

MOVEMENT (Eurythmy): Using free-form movement as an artistic expression. Today, it is often based on Eurythmy, a form of movement defined and promoted by Rudolf Steiner, the founder of the Waldorf Schools.

MULTICULTURAL EDUCATION: Teaching tolerance, "respect and appreciation" for the world's diverse cultures, beliefs systems, and lifestyles – especially those that clash with traditional values and biblical truth --with the acknowledged goal of producing public consciousness of the unity of all things. It shows little tolerance for biblical Christianity.

MULTICULTURAL PERSPECTIVE: All are one, not matter what religion or values a person chooses. (See preceding definition) A global world view, a way of thinking or a way of understanding reality based on a new politically correct "consciousness" or "awareness" that all things are essentially interconnected through a pantheistic spirituality.

MYTH: A culturally significant fictional or fantasy story which attempts to explain some aspect of reality (the origin of the coyote, why it rains, etc.) but has no basis in factual reality.

National Assessment of Education Progress (NAEP): "The Nation's Report Card" which measures student progress by testing different subject areas in alternative years. Also gathers personal data on children and families to fill out longitudinal profiles that includes beliefs, attitudes, behavior and values.

National Center on Education and the Economy (NCEE): Founded by Marc Tucker, it conceived the CIM in a 1990 report called America's Choice: High Skills or Low Wages. See "Zero Tolerance for Non-Compliance".

New Standards Project (NSP): A partnership formed by Marc Tucker (head of NCEE) and Lauren Resnick to establish a "world-class" system of standards and assessment that reflects international standards and culminates with the CIM and CAM.

NON-GRADED SCHOOLS: Teaching children of different ages and ability levels together, without dividing the curriculum into steps labeled by grade designation. Rather than passing or failing at the end of the year, students progress at their own individual rates. Letter grades are usually replaced by authentic assessments.

OUTCOME-BASED EDUCATION (also called OBE, Standards-driven Education, Achievement-based Education, Performance-based Education...): The national, multilevel delivery system for Mastery Learning. Driven by national standards which match international standards, it forces states and local schools to teach according to national guidelines, curriculum frameworks, work-skills competencies, etc. by tying much-needed federal funding to compliance. Almost every other definition in this glossary list describes a facet of OBE, so scan the entire list. See also this broader definition of OBE and Outcomes-Driven Developmental Model (ODDM). The latter turned out to be a dismal but expensive failure.

OUTCOMES: "What students must know, and be able to do, and be like." Determined at the national and international level, they must be met locally. Called learning goals, performance objectives, standards, competencies or capacities, they all require students to embrace "new thinking, new strategies, new behavior, and new beliefs."

PAGAN: A person who embraces a polytheistic/pantheistic (earth-centered) religion. Many call themselves pagans, which they consider a good, not derogatory, name.

PAIDEIA PROPOSAL: An education plan based on an ancient holistic Greek concept explained by Marilyn Ferguson in the Aquarian Conspiracy: "The paideia referred to the educational matrix created by the whole of Athenian culture, in which the community and all its disciplines generated learning resources for the individual, whose ultimate goal was to reach the divine center in the self." (See Chapter 7 in Brave New Schools) Its four-step process -- pre-test, teach/train, post-test and remediation -- matches Mastery Learning. It was adapted as a model for Outcome-based Education by Mortimer Adler, a zealous advocate of a one world government and designer of classroom games that encourage global socialism.

PANTHEISM: All is god; a universal spiritual force infuses all things with spiritual life. It can be called the Great Spirit, Gaia, Mother Earth, a cosmic force, the Source, ultimate wisdom, etc.

PARADIGM SHIFT: A cultural transformation, a change in consciousness, a new way of thinking, understanding and explaining reality. Today's paradigm shift means replacing the Judeo/Christian world view with a New Age/Neopagan paradigm establishing earth-centered spritituality and global socialism.

PARADIGM: A world view, a model or pattern, a mental framework for thinking, for organizing information, and for understanding and explaining reality.

PARENTAL INVOLVEMENT: Holds parents responsible for making sure the child attends school, completes prescribed homework, and learns whatever else schools will decide once the system is implemented. (Will schools tell parents what and how they must teach at home?) A way of involving parents in the consensus process, where they, too, will become part of UNESCO’s "Lifelong Learning."

PARENTS AS TEACHERS (PAT): Brings the state educator into homes to make sure each child starts school "ready to learn" and "able to learn". The child is given a personal computer code number, and a computer record is initiated that will enable the national data system to track each child for the rest of his life. Parents as well as children are evaluated. (See Chapter 7 in Brave New Schools)

PARTNERSHIP: A unified effort by two or more entities, to implement the national education goals – or any other government program that fits into the new global management system. (See "Local Agenda 21: The UN Plan for Your Community")

PEER TUTORING: Children teaching children. Assigning fast learners to tutor slow learners limits the progress of the former and may subject the latter to peer ridicule.

PERFORMANCE-BASED ASSESSMENT: An assessment system which leans heavily on open-ended answers and extensive writing. According to government research, it often falls short in validity, content, disparate impact, objectivity, and scoring reliability. Dr. E. D. Hirsch, Jr. calls it “The original term used by specialists in the psychometric literature for what is called variously 'authentic assessment,' 'exhibitions,' and 'portfolio assessment.'" See Education Terminology Every Parent Must Understand

PHONICS: Learning to read by decoding words. Students break words down into component parts and relate letters and groups of letters to the sounds of spoken language. (Contrast with Whole Language)

POLYTHEISM: Belief in many gods, spirits, counterfeit angels, or other supernaturals.

PORTFOLIO ASSESSMENT: Measuring student progress by evaluating his or her "portfolio": a collection of work which includes art projects, written assignments, journaling, and a variety of other work that demonstrate learning.

PRIVATIZATION: Transferring educational policy-making and implementation from the public domain into the private or business arena where educational leaders become accountability to rich funders (such as the Carnegie, Ford, Danforth, Rockefeller, Spencer, and Annenberg Foundations), rather than concerned parents and their representatives.

PROCESS-BASED INSTRUCTION:  The process by which you find an answer is more important than the content. This process is led by a teacher/facilitator trained to provide suggestive questions then let the students work together toward a consensus. The group's "creative" and collective thinking is what counts. A correct answer is secondary.

PROGRESSIVE EDUCATION: A movement, initiated by John Dewey, to replace the traditional schools of the 1800's with a new system based on a humanistic/global social philosophy. The new ideal stresses informal, active, child-centered approaches that would produce the "right" kind of world-class citizen.

QUEST: A generally ineffective anti-drug program based on situation ethics and values clarification strategies. Undermining a child's sense of right and wrong, it opens the door for students to think, imagine, and do the unthinkable.

RE-LEARNING: The aim of Soviet education in former Communist countries around the world. In America today, it means dismantling the old ways and establishing new ways of thinking and choosing. It applies to adults as well as children. (See Brainwashing and Community Education)

REGIONAL EDUCATIONAL LABORATORIES: Private, non-profit corporations funded, in whole or in part, under Title IV of the Elementary and Secondary Education Act (ESEA) of 1965. They develop programs that link their research to practices in the schools of their respective regions. Far West Regional Educational Laboratory (FWREL) and Mid-Continent Educational Laboratories (McREL) lead in the national/international transformation. See Regional Educatonal Laboratory. (Read about Shirley McCune, former head of McREL, in the article on Star Wars Joins United Religions at the Presidio.

REMEDIATION: A stage in the OBE/mastery learning loop, which applies to students who resist change or fail to show expected progress. Remediation continues until the student learns the required outcomes and demonstrates them on standardized tests.

RESPONSIBILITY: Demonstrating high level of effort and perseverance to attain goal. In the context of the new global paradigm, it implies "serving the collective" in the spirit of co-operation. (See Character Training for Global Citizenship)

RESTRUCTURING: A systemic or system-wide movement to change the entire education model in order to achieve the new national goals. This revolutionary, never-ending change process includes: Mastery Learning, Outcome-based Education, and Partnerships with business and community leaders, churches, and parents. Almost every word in this glossary describes a part of today's restructuring effort.

SCANS --The Secretary's Commission on Achieving Necessary Skills: Links education to the Department of Labor in a joint effort to create a workforce that meets the future needs for a global workforce and produces students that are competent in prescribed work skills, including attitudes and group thinking. It can direct students into specific training, limit their options, bring intrusive government influences into all aspects of life.

SCANS COMPETENCIES: an official list of competencies from the U.S. Department of Labor describing work skills that "effective workers can productively use."

SCHOOL-BASED DECISION MAKING: A form of school governance that replaces elected school boards or school system administrators with a council consisting of principals, teachers and selected parents who support the new system. Designed to implement the changes with minimal hindrance, it is not accountable to elected officials or concerned parents.

SCHOOL-TO-WORK or SCHOOL-TO-CAREER: The link or partnership between the schools and business established through the SCANS competencies, which provide a criteria both for testing and training the global workforce.

SCHOOL/COMMUNITY BASED CLINICS: Comprehensive health services offered near or at the school. Individual health plans (for treatment, prevention, birth control, abortion counseling, psychological tests...) would be developed for each student -- and eventually for all family members. The controversial genital exams forced on young girls are part of this program.

SELF-ESTEEM: Confidence in self-worth and personal skills, awareness of personal abilities and how to relate positively to others. An excuse for purging all biblical beliefs which could produce feelings of guilt and shame--and therefore lower self-esteem.

SERVICE LEARNING: Combining community service with politically correct instruction that encourages students to see social problems from a collective new-paradigm perspective -- and to see spiritual differences through the filter of a pluralistic, unbiblical worldview. (This is explained in detail in chapter 6 of Brave New Schools)

SHARED RESPONSIBILITY: The school, community, and parent share the responsibility for raising children. The school can hold parents accountable for the teaching/training role assigned to them, but parents have little or no control over the school's responsibility to their child.

SITE-BASED CURRICULUM: Though written by local teachers, this curriculum must be designed to prepare students to meet the national outcomes. Often compiled from various sources, it is not easily identified or understood by concerned parents.

SITE-BASED MANAGEMENT: A non-elected management (made up of the principal, selected staff, lead/master teachers, and a few supportive parents and students) which either replaces the elected school board or reduces its members to figureheads. Parents and taxpayers who oppose the transformation lose all representation.

SPECIAL EDUCATION (redefined): Planned for all children "at risk" of not meeting the national standards. (See chapter 7 in Brave New Schools)

SPEEDE/EXPRESS: Monitors the student's academic progress recorded in the CIM databank and sends an IEP format to higher educational institutions, agencies or corporations when indicated. Part of the NCS's (National Computer System) microcomputer-based software for K-12 schools.

SPIRITUAL EVOLUTION: The belief that the earth evolves spiritually as well as physically. To speed the evolution toward ultimate perfection (Teilhard deChardin called it the Omega point), people must grow in consciousness, becoming increasingly aware of the oneness (monism) of all life and tuned to the universal forces that guides and inspires progress. (See Faith in Evolution)

STAFF DEVELOPMENT: A long-term process tied to the top-down, nationwide revolution shaking the whole system. Since teachers cannot manage the behavior modification strategies until they themselves have been properly trained, their "development" is essential to the change. Like their students, they must be pre-tested, trained, evaluated, re-trained, re-tested.... all life long.

STAKEHOLDERS: All who are significantly effected by specified programs.

STANDARDS-DRIVEN EDUCATION: See Outcome-based Education.

STANDARDS: The national criteria for student performance. It provides benchmarks set to the "highest in the world" to assure "competitiveness" and "citizenship" in the coming global economy. (See Mastery Learning)

STUDENTS: Includes teachers, parents and other adults; all must be retrained. (See Lifelong learning.)

SYNTHESIS: One of the higher order thinking skills in Bloom's Taxonomy. Uses the principles of Hegelian Dialectics to join the beliefs or ideas (thesis) of individual students into a new joint belief--the compromise solution or synthesis. (See consensus building and Chapter 3 in Brave New Schools)

SYSTEMIC CHANGE or SCHOOL REFORM: Total transformation -- top-down, system-wide, international as well as national. "Systemic" means "one body having interacting and interdependent parts," which include pre-school, public elementary and high schools, private schools, colleges, universities, health clinics, and every other kind of community partner. Its motto--from The Structure of Scientific Revolutions by Thomas Kuhn who coined the word paradigm: The change "must occur all at once," it cannot be accomplished piecemeal by "disconnected projects or quick fixes." The planned deadline is school year 2000-2001.

SYSTEMS THINKING: The "new way of thinking," by which all things are seen as part of "the whole." Old definitions and ways of reasoning must be adapted to the new "holistic" or "wholistic" way of looking at nature, people, education, social problems, and the "environmental crisis." According to Education for Sustainability, page 5 (a publication prepared in partnership with President Clinton’s Council on Sustainable Development),systems thinking would "teach skills such as problem solving, conflict resolution, consensus building, information management, interpersonal expression, and critical and creative thinking." And, according to Corinne McLaughlin, first task-force coordinator for the PCSD, "The systems view sees the world in terms of relationships and integrated wholes whose properties cannot be reduced to those of smaller units."1 (See Global Education and "World Heritage 'Protection: UNESCO's War Against National Sovereignty'")

THEMATIC LEARNING: All subjects revolve around one central theme such as American Indians or Aztec culture.

THINKING CURRICULUM: All knowledge or learning must relate to real-life experiences and stimulate the student to make connections, or bridge, various interdependent subjects. (See Integrative Learning)

THRESHOLD: The point where a stimulus of increasing strength produces the desired response. In Mastery Learning, it shows how much psychological stimuli -- and what kinds of conditions -- will cause a student to behave the desired way (the required outcome)

TOTAL QUALITY MANAGEMENT (TQM): A strategy for managing "continual improvement" through statistical tools and continual assessments, monitoring, and remediation – always correcting any deviation from the vision and mission of the organization. This management system can be effective when used by corporations to evaluate and improve products. It is a tool for government control over the thoughts, beliefs and behavior of "human resources" when used in education. Administered through the site-based management, it emphasizes the "customer" or "stakeholder", which includes everyone but the concerned parent. (See the UN Plan for Your Mental Health and The UN Plan for Your Community)

TRANSFORMATION: The process of "rethinking our present educational system and reshaping it to meet present and future needs of students and society.

TRANSFORMATIONAL OBE: An anti-intellectual, highly politicized plan for eliminating traditional education and changing the beliefs of students through psychological formulas for behavior modification. (See Mastery Learning)

UNGRADED PRIMARIES: Since students "progress at their own speed", they remain in the ungraded primary class as many years as it takes to achieve the stated outcomes. (See Mastery Learning)

United States Coalition on Education for All (WCEFA): The U.S. arm of the World Conference on Education for All (WCEFA), established to link national goals and standards to international goals and standards. (See systemic change)

UNIVERSAL VALUES: Honesty, integrity, tolerance, and other values believed to be common to all the world's cultures. A serious look at history counters that presumption. Blinded by the light of politically correct history lessons, we forget that evils like torture and slavery were worldwide traditions characterized by cruelties far beyond America's experience or comprehension. Slavery and other horrors common to pre-Christian times ceased around the world only when confronted by the fast-spreading Bible-trained social conscience of the 19th century. (See Character Training for Global Citizenship and The UN Plan for Your Mental Health)

VALUES CLARIFICATION: A strategy for changing a student's values. It prods students to criticize traditional values, then choose "their own" values based on personal opinions and group consensus. Parents' values no longer count! (See Sex Ed and Global Values)

VISUALIZATION: Mental images formed in response to specific suggestions, which can lead children into an altered state of consciousness ranging from simple relaxation to a deep, hypnotic trance. Children may or may not encounter or communicate with spiritual entities such as "their animal spirit" or "a wise person." The Bible calls these spirits demons. (See Establishing a Global Spirituality – the Real Purpose of Multicultural Education)

VOUCHERS: Tuition credits used by parents to pay for their child's education in a private school of their choice. The catch: any school accepting these vouchers must conform to national goals and standards. "A simple fact of political life is that public regulation follows money.... Private schools that operate with public money will be subject to public regulations, regardless of whether this is done in the name of 'accountability' or effecting social change." "Changes, big changes, are needed," wrote Albert Shanker, President of the American Federation of Teachers. "Public school choice, by itself, is not the big change we need. But it may be that we can't get the big changes we need without choice." (Footnotes included from Brave New Schools will be added here)

WALDORF SCHOOLS: Provides holistic education with an emphasis on arts, feelings, and earth-centered spirituality. Founded by Rudolf Steiner (1861-1925) who shared Alice Bailey's occult roots in Theosophy, but broke away to start his own cult, Anthroposophy, which he described as "knowledge produced by the higher self in man." Like the Robert Muller schools, Waldorf schools have long used the strategies now implemented through Goals 2000: whole language instead of phonics, stories and "literature" instead of factual history, and a strong emphasis on myth, imagination, guided imagery, creativity, movement (eurythmy), and spiritual oneness with nature. One of its headquarters is located at the Presidio, the old San Francisco army base that also houses the United Religions and the Star Wars empire. (See Eurythmy)

WHOLE CHILD: Pertaining to every aspect of the child, including health, nutrition, values, attitudes, beliefs and resulting behaviors.

WHOLE LANGUAGE: A reading and learning method which trains students to focus on words, sentences and paragraphs as a whole rather than letters. Sometimes called the "look-say" method, it ignores the proven success of phonics, and tells children to find meaning by guessing, by recognizing whole words they have memorized, by looking at the pictures, and by creating a context based on surrounding words. It emphasizes "rich content" (multicultural stories that fit the global paradigm) and encourages students to "construct their own meaning" (with guidance from peers and facilitator of consensus process). Retrieving or comprehending the traditional or intended meaning of the author is no longer important -- that is, unless the author teaches the global worldview. It serves to introduce children to the global worldview and context for learning before children are set free to explore more traditional and possibly contrary sources of information and values.

WORK-BASED LEARNING: Programs designed to teach older students (grades 7 and up) work skills on the job site, thereby assuring that the student can perform the task needed by local employers when he graduates from public school. It replaces traditional academics with work skills for a particular job.

WORKLINK: A computer-based student record system that "enables students to assess their skills... make work-related decisions and transmit data to [potential] employers." According to its own brochure, it "encourages cooperation among high schools, the business community, and students." Sounds good, but could replace individual choice with computerized and politicized placement of future workers.

WORKPLACE SKILLS STANDARD: The broadly defined "essential" skills for competency in various occupations.

WORLD VIEW: A learned perception of reality, a mental framework for thinking, believing, and understanding reality. (See paradigm)

WORLD-CLASS EDUCATION: Non-competitive system based on national standards and benchmarks that match international standards. Students must embrace a common set of universal beliefs and values in preparation for the 21st Century global workforce. (See global education)

WORLD-CLASS STANDARDS: Standards for citizens in the new global economy. Planned by international leaders, they include attitudes, values and beliefs that reject or minimize national sovereignty and emphasize collectivism rather than individualism.
World Conference on Education for All (WCEFA): International organization working with the United Nations, countless non-governmental organizations (NGO), and individual nations to plan and promote OBE and Mastery Learning for all. (See systemic change)

YOUTH SERVICE: Programs designed to help students meet the national goal of "responsible citizenship" by instilling an attitude of service to the community or collective. (The source and purpose behind service learning are explained in Chapter 6 of Brave New Schools.)

Article From: http://www.crossroad.to/index.html



1. Corinne McLaughlin, Spiritual Politics (New York: Ballantine Books, 1994), page 150.

2. According to education researcher Sarah Leslie, publisher of the Christian Conscience, 

The terms "integrated" and "infused" were used in the early 90s in Iowa's global education curriculum to describe this new method of teaching. The global education writers borrowed these terms from Iowa's human growth and development curriculum, written in 1988.
The idea behind it was purposefully to circumvent parental "opt out" provisions in the Iowa law, which the legislature included in order to appease the pro-life parents in the human growth and development statute. Dr. Lepley of the Iowa Dept of Education also made this clear in some legal correspondence to a concerned parent in West Des Moines who had requested a declaratory ruling on this very point. She ended up winning a case in District Court. The court ruled that the "integration" and "infusion" of human growth and development (sex ed) across the curriculum (it was to be taught in math, science, etc. etc. etc.) effectively prevented parents from being able to pull their children out of material they might deem offensive. This was wrong and must be changed, the court said.
By weaving the global ed and sex ed into ALL subjects, it made it virtually impossible for parents to go to the school and request that they see WHAT their children would be taught -- as well as find out WHERE and WHEN. Surely some old-timer loopers will recall the infamous 4-6th grade MATH lesson from Iowa's global education manual which asked children to calculate how many trees in the tropical rainforest died every time they ate red meat!!! This was a perfect example of "integration" and "infusion".
Since this is an old ploy of Planned Barrenhood and its allies from the 1980s to circumvent parental righs in pro-abortion type sex ed programs, I would not be surprised to see that this is being used in a pro-homosexual type curriculum either. You may wish to find out if this violates the law in CA, especially since there is a case in Iowa that ruled against this slick curriculum methodology.

Wanted a Man (Men) who will take a stand.

Wanted: A Man Who Will Stand (Oct. 14, 2017)

We have had men in both ancient and modern history who have had the courage to take a stand and stand firm. In Ezekiel 22:30, the prophet says: "And I sought a man among them who would build up a wall, and stand in the breach before me for the land, that I should not destroy it."

God is searching for men who are unique, thoroughly saved, and filled to running over with His spirit. God and the world need men who will stand in the gap. Modern Americans have accepted and are tolerating conditions never before permitted by any generation of our ancestors. Never have so many hated on such flimsy cause. Never have so many denounced so many with so little knowledge. Never has the dollar been as important as it is today. Never has wild pleasure or physical abandonment been considered fitting human behavior as it is today.

Never have public officials been so brazen and open in seeking the vote of the people through promises of things that are morally and spiritually wrong. Never have ministers of the gospel turned their pulpits and their pastoral duties towards direction of the social order as abounds in our time.

Evidence is rampant that this kind of meddling and interference with God's natural law brings fearful conflict, death, destruction, riots, crime, and disregard for decency and principle among our people.

Doctrine of Universal Change
Today, there is widespread devotion to the idea that nothing, absolutely nothing, can be allowed to remain the same. All things must change, and there is practically no consideration given as to whether the change is good or bad - right or wrong - easy or difficult - necessary or unnecessary. The doctrine of change stands on just the precise idea that change is inevitable. That is absolutely true. Changes of various types and sorts take place every day everywhere. But irresponsible, erratic, violent change only for the sake of making things different is as illogical and as unreasonable as it is unspiritual. No intelligent person argues against the necessity of using question marks after many of our inherited ideas and practices of the past. But when the question mark is turned into a totem pole or a marble altar on which the people are meant to lay their sacrificial offerings, such people have escaped the general limits of common sense and sound judgment, and have launched off into material idolatry and are rushing toward a degree of spiritual insanity. If human reason has so completely lost its respectability, and no one is allowed to go from a major or minor premise to some sort of orderly conclusion, then the welfare of our people is entrusted to the care of strange and weird people. Great changes had to take place during these recent years, and even greater changes will take place in the future. But no safe and proper change seen in recent time - and certainly none of the irrational changes that outnumber the sane ones - can justify the wholesale abandonment of the sure and safe principles of God and this country which have brought us safely this far. In the face of great changes, we Christians have to remember that we have a firm point of view and that we operate from certain unchanging foundations. We believe in a God who does not change - in a human nature which does not change except for its accommodation with and acceptance of God - in standards of right and wrong that do not change - in death and judgment that are inescapable - and we believe in a truth that is absolute, not relative, and which is forever settled in heaven and can never pass away.

The Christian today - even in the midst of the erratic and erotic commitments of irreligious leaders - does not follow the failing steps of the priests of Israel. Christians make a clear distinction between the holy and the common. They teach the difference between the clean and the unclean. They observe and keep the Sabbath, and they do not profane either the name, the spirit, nor the power of God.

Doctrine of Universal Criticism
The third cause of uncertainties in this time is the doctrine of universal criticism. Today, man is taught not to accept anything until he has first put it under strong and critical examination. Trust nobody - believe nobody - have faith in nothing - and accept no truth until it has been proved to you with mathematical exactness and material demonstration. That is the agony of the hour when the doctrine of criticism has taken over our people. You cannot pick up a paper, a magazine, or a book that is not in and of itself critical of something or somebody, even including among its victims Almighty God Himself! In truth, the criticisms of God rank well above all other criticisms. Most people - in more ways and on more occasions - cast doubt, hurl darts, and throw charges against God such as this country has never seen in all of its history. To accept the doctrine of universal criticism leaves us with almost nothing that is sacred - almost nothing that is absolute - and nothing that is eternal. So real has our acceptance of the doctrine of criticism become that even the word "indoctrination" has been turned into an evil word that must be shunned like "discipline," "disciple," or "patriotism."

These three doctrines - universal conformity, universal change, and universal criticism - have left our nation without moorings and anchors. We are being tossed about in a sea of doubt and uncertainty that is about to sink the ship of God before our very eyes.

The world today is looking for:

Men who are not for sale;
Men who are honest, sound from center to circumference, true to the heart's core;
Men with consciences as steady as the needle to the pole;
Men who will stand for the right if the heavens totter and the earth reels;
Men who tell the truth and look the world right in the eye;
Men who will neither brag nor run;
Men who neither flag nor flinch;
Men who have courage without shouting it;
Men in whom the courage of everlasting life runs deep, still and strong;
Men who know their message and tell it;
Men who know their place and fill it;
Men who know their business and attend to it;
Men who will not lie, shirk or dodge;
Men who are not too lazy to work, or too proud to be poor;
Men who are not ashamed to say "No" with emphasis, and who are not ashamed to say, "1 can't afford it."

God is looking for men. He wants those who can unite together around a common faith - who can join hands in a common task - and who can come to the kingdom for such a time as this.

God, give us Men

By Senator Frank Carlson, U.S. News and World Report, June 8, 1968

The Individual, his freedom, and victory

We are in a war.

The State, as now constituted, pretends it favors giving away the farm for nothing “to those in need.” What they really means is: they steal the farm, and then they give it away on their terms.

Genuine entrepreneurs know what it’s like to get up in the morning and re-create their enterprises and make them work every day. They know how much energy it takes. They know it isn’t the easiest thing in the world, but they value the FREEDOM it brings. They know how it feels to follow their own desires. These people are real. They exist. They experience frustrating days when their business isn’t going well. On those days, they feel trapped in the very universe they created. They wonder how it might be to give up and go to work for someone else. They even wonder how it might be to get a desk job in government and feel the protection of government. But they don’t give in. They’re too stubborn to give in. They show up every day and they push their enterprise forward.

And these are the people about whom Obama said: “If you’ve got a business—you didn’t build that. Somebody else made that happen.”
Sure, Mr. President. We weren’t there at all. We’re fictions. We don’t exist. Other people are always standing in for us. It’s not our sweat, it’s not our power, it’s not our imagination, it’s not our commitment that invented and sustained our businesses. It’s all done by remote control from Washington. I’m glad you finally clarified this mystery for us. You’re a genius.

People who’ve never started and run their own enterprises don’t understand. They don’t know what the sweat means and the struggle means and the vision means and the power to keep doing it every day means, and they don’t know what the joy of earning their own way means and what deeper victory means.
There are people who don’t understand what a FREE INDIVIDUAL is. They want a world of Central Planning. They feel a welter of emotions, all negative, when they contemplate THE FREE INDIVIDUAL.

Newsflash: Money is not inherently evil. Profit is not inherently evil. What is evil is trying to melt the individual into the collective. That has always been evil.
For the free individual, “the highest work possible” doesn’t involve leaving one’s desires behind, in order to become the abject servant of a Cause. He doesn’t suddenly develop an egoless and empty personality in order to “connect” with a goal that floats in an abstract realm. The free individual isn’t shaped. He shapes. He doesn’t fall on his knees and grovel to seek public acceptance.

The mob, the herd operates on debt, obligation, guilt, and the pretense of admiration for idols. These are its currencies. The herd, seeking some reflection of its unformed desire, constructs a social order based on need—and the substance of that need will be extracted through coercion, if necessary, from those who already have More. This need, and the proposition that the mob deserves its satisfaction, creates a worldwide industry.

Among the industry’s most passionate and venal supporters are those who are quite certain that the human being is a tainted vile creature. Such supporters, of course, are sensing their own reflections. The great psychological factor in any life is THE DESERTION OF INDIVIDUAL FREEDOM. Afterward, the individual creates shadows and monsters and fears around that crossroad.

Freedom is the space and the setting, from which the individual can generate the thought and the energy-pulse of a great self-chosen objective. In that place, there is no crowding or oppressive necessity. There is choice. There is desire. There is thought. “Being absorbed in a greater whole” isn’t an ambition or philosophical prospect for the free individual. He sees that fixation as a surrender of self.

The Collective, whether envisioned as a down-to-earth or mystical group, promises a release from self. This grand solution to problems is a ruse designed to keep humans in a corral, a prison. After all, how are you going to control and eventually enslave people if you promote the notion that each individual has freedom and free choice? The abnegation of self is a workable tactic, as long as it is dressed up with false idols and perverted ideals.

Self is fundamentally creative, dynamic, forward-looking, energetic, powerful, engaged. The Collective looks for shadows of those qualities in the government as its source of survival. The free individual isn’t opposed to helping others, but he is against a culture that is so preoccupied with “raising up the lowest” that it nurtures a hatred of liberty. And this is a crux, because growing millions of people are all too eager to shed the last fragments of their Selves to join in a fantasy of “everybody gets everything.”

The fantasy doesn’t work. The melting down of all of humanity into a mystical goo is an illusion that can’t stand the test of time. Eventually, a person falls out of that construct and remembers he must depend, to an alarming degree, on his own inner resources. The free individual doesn’t act in ways that limit the freedom of others. Self-sufficiency is both an essence and outcome for the free individual.

If America had pursued a path of making the nation self-sufficient, without relying on entangling foreign political and business relationships, it would have avoided the corruption that naturally flows from those relationships, and it would have become living proof that freedom and the principles of the Republic work. It would have become a shining example to the rest of the world, a new standard to emulate. Far from committing the “sin of isolationism,” it would have provoked others to try the experiment of freedom.

The free individual discovers his way through imagination and creative power, because that is the answer to the question: what is freedom for? Without exercising imagination and creative power, freedom withers and dies. It becomes an empty slogan. It becomes an empty stage. We are told, in a thousand ways, that the free individual is the personification of greed and theft and crime. That is false. The free individual imagines and creates on a scale that supersedes and ignores the Collective. His work naturally spills over and benefits others.

Advocates of the Collective falsely claim the free individual is cold and uncaring and remote and “without humanity.” Meanwhile, their picture of a society based on need is a poisonous affectation; it is constructed because these advocates are walled off from their own power. Therefore, they substitute endless entitlement.
Their only nod of acknowledgment to the individual has been to propagandize him as an outsider, a potential danger, a lurking menace, a person waiting to be diagnosed with a mental disorder.

These days, it is the Group that is elevated. We must absorb the individual in the system so the Group is protected and safe. We must omit mention of the individual in teaching children. We must say that now the nation is nothing more than an interconnected Whole. We must promote inter dependency as the highest ideal. We must declare it is obvious that all actions must be judged on the basis of how they will affect the well-being of the Collective.

Even accepting Mill’s specious pronouncement that society should be organized on the basis of the greatest good for greatest number, the questions remains: what is the greatest good? Is it that which makes us, more and more, into a Group? Or is it that which liberates the individual to pursue his highest aspirations?
The greatest good liberates the individual, and then the door is open. Who will walk through it? Every person who has divested himself of collective consciousness.
Then perhaps historians and scholars will be forced to change their stories. Perhaps, some day, they will admit that history, before it was hijacked, revealed a progression away from the Group and toward the individual. Perhaps they will be forced to admit their affected fetish about “primitive societies” was a ruse to convince us that, once upon a time, we lost our way, when we disentangled ourselves from group consciousness.

Oh, there will be screams. There will be many screams. There will be accusations that we are deserting the human race, that we are leaving others behind, that we are refusing to help those who need it. Eventually, those screams will die on the wind. As many wake up and realize they had sacrificed their lives on the altar of the Group, the protests will fade out. Because many will see, as if for the first time, what freedom means and how it feels. And against that, there is no argument.

The titanic myths that have been foisted on humanity and the titanic acceptance of those myths by humanity are all focused on one lie: the individual cannot stand on his own; he must subjugate himself to a system. I don’t care what form that higher system takes. It’s all a lie. It’s all geared to promoting slavery. It’s all geared to allowing the few to control the many. And the few WILL control the many, until the day comes when enough individuals throw off ALL the deceptions that permitted them to think The Individual was less than he is.

The day will dawn when the individual knows he is greater than any and all groups and collectives by any name flying under any flag, espousing any gibberish, elevating any fairy tale, seducing with any promise, hypnotizing with any idol or misbegotten legend. That day will dawn. But why wait?

Jon Rappoport - No More Fake News


Europe's New Official History Erases Christianity, Promotes Islam

"The patrons of the false Europe are bewitched by superstitions of inevitable progress. They believe that History is on their side, and this faith makes them haughty and disdainful, unable to acknowledge the defects in the post-national, post-cultural world they are constructing." — The Paris Statement, signed by ten respected European scholars.

German Interior Minister Thomas de Maizière's proposal to introduce Muslim public holidays shows that when it comes to Islam, Europe's official "post-Christian" secularism is simply missing in action.

A few days ago, some of Europe's most important intellectuals -- including British philosopher Roger Scruton, former Polish Education Minister Ryszard Legutko, German scholar Robert Spaemann and Professor Rémi Brague from the Sorbonne in France -- issued "The Paris Statement". In their ambitious statement, they rejected the "false Christendom of universal human rights" and the "utopian, pseudo-religious crusade for a borderless world". Instead, they called for a Europe based on "Christian roots", drawing inspiration from the "Classical tradition" and rejecting multiculturalism:

"The patrons of the false Europe are bewitched by superstitions of inevitable progress. They believe that History is on their side, and this faith makes them haughty and disdainful, unable to acknowledge the defects in the post-national, post-cultural world they are constructing. Moreover, they are ignorant of the true sources of the humane decencies they themselves hold dear — as do we. They ignore, even repudiate the Christian roots of Europe. At the same time they take great care not to offend Muslims, who they imagine will cheerfully adopt their secular, multicultural outlook".

In 2007, reflecting on the cultural crisis of the continent, Pope Benedict said that Europe is now "doubting its very identity". In 2017, Europe took a further step: creating a post-Christian pro-Islam identity. Europe's official buildings and exhibitions have indeed been erasing Christianity and welcoming Islam.

One kind of official museum recently opened by the European Parliament, the "House of the European History", costing 56 million euros. The idea was to create a historical narrative of the postwar period around the pro-EU message of unification. The building is a beautiful example of Art Deco in Brussels. As the Dutch scholar Arnold Huijgen wrote, however, the house is culturally "empty":

"The French Revolution seems to be the birthplace of Europe; there is little room for anything that may have preceded it. The Napoleonic Code and the philosophy of Karl Marx receive a prominent place, while slavery and colonialism are highlighted as the darker sides of European culture (...) But the most remarkable thing about the House is that.as far as its account is concerned, it is as if religion does not exist. In fact, it never existed and never impacted the history of the continent (...) No longer is European secularism fighting the Christian religion; it simply ignores every religious aspect in life altogether".

The Brussels bureaucracy even deleted the Catholic roots of its official flag, the twelve stars symbolizing the ideal of unity, solidarity and harmony among the peoples of Europe. It was drawn by the French Catholic designer Arséne Heitz, who apparently took his inspiration from the Christian iconography of Virgin Mary. But the European Union's official explanation of the flag makes no mention of these Christian roots.

The European Monetary and Economic Department of the European Commission then ordered Slovakia to redesign its commemorative coins by eliminating the Christian Saints Cyril and Methonius. There is no mention of Christianity in the 75,000 words of the aborted draft of the European Constitution.

The European Commission ordered Slovakia to redesign its commemorative coins by eliminating the Christian Saints Cyril and Methonius. (Image sources: Coin - European Commission; Bratislava, Slovakia - Frettie/Wikimedia Commons)

German Interior Minister Thomas de Maizière, of Angela Merkel's ruling Christian Democratic Party, recently suggested introducing Muslim public holidays. "In places where there are many Muslims, why can't we think about introducing a Muslim public holiday?", he said.

"The submission is moving ahead," replied Erika Steinbach, the influential former chair of the Federation of Expellees -- Germans expelled from various Eastern European countries during and after World War II.

Beatrix von Storch, a leading politician from Alternative for Germany Party (AfD), just tweeted: "NO! NO! NO!".

De Maizière's proposal shows that when it comes to Islam, Europe's official "post-Christian" secularism is simply missing in action.

A few weeks ago, a European Union-funded exhibition, "Islam, It's also our history!", was hosted in Brussels. The exhibition tracks the impact of Islam in Europe. An official statement claims:

"The historical evidence displayed by the exhibition – the reality of an old-age Muslim presence in Europe and the complex interplay of two civilisations that fought against each other but also interpenetrated each other – underpins an educational and political endeavour: helping European Muslims and non Muslims alike to better grasp their common cultural roots and cultivate their shared citizenship".

Isabelle Benoit, a historian who helped design the exhibition, told AP: "We want to make clear to Europeans that Islam is part of European civilisation and that it isn't a recent import but has roots going back 13 centuries".

The official European establishment has turned its back on Christianity. The establishment appear unaware of the extent to which the continent and its people still depend on the moral guidance of its humanitarian values, especially at a time when radical Islam has launched a civilization challenge to the West. "It is simply a problem of a packing that tends to fill a 'void'", just wrote Ernesto Galli della Loggia in the Italian daily newspaper Il Corriere della Sera.

"It is impossible to ignore that behind the packing are two great theological and political traditions -- that of the Russian Orthodoxy and Islam -- while behind the 'void' there is only the fading of the Christian consciousness of the European West".

That is why it is hard to understand the "logic" behind the official European animosity toward Christianity and its attraction to a basically totalitarian Islam. Europe could easily be secular without being militantly anti-Christian. It is easier to understand why thousands of Poles just took part in a mass protest along Poland's borders to voice their opposition to "secularization and Islam's influence", which is exactly the same as the official crazy EU credo.

During the Second World War, the Allies avoided bombing Brussels, because it was to be the site of European rebirth. If the European elite continue with this cultural repudiation of their Judeo-Christian-Humanistic culture, the city could be its grave.

Giulio Meotti, Cultural Editor for Il Foglio, is an Italian journalist and author.


The largest behavioral conditioning experiment in the history of mankind has just begun.

The largest behavioral conditioning experiment in the history of mankind has just begun in China and, for those who value their freedoms in the West, one can only pray it never makes it here. A citizen score system has been developed which will rate each citizen on the basis of their political views, their expression on social media, the kinds of purchases they make, and their credit scores. 

These scores, ranging between 350-950, will be taken into account when handing out loans, approving travel visas, and other grants from the government. 
Such scores could also be used to determine who will have access to certain types of jobs. Essentially, your life opportunities will be determined by this score.
Where this system gets even more manipulating is that the scores of one's family and friends can also affect your score, thereby ensuring a social pressure to behave in the approved manner lest it affect those you know and care about.

There will be no hiding your score from family or friends and its impact on them, as everybody will have the ability to check anyone else's score online.
Once this system is in place, the government will have a very effective method of reinforcing the kind of behavior it believes to be politically and socially correct. 
The scores will be linked to China's national ID card and, while currently voluntary, the government has announced that it will be mandatory by 2020.
Opponents of a national ID system in the US will no doubt point to the Chinese system as a warning for the US of what can happen when big government and big data get together.

Since most of the big social networks and payment gateways in China are controlled by Alibaba and Tencent, the two companies have been roped in to run this citizen score system for the government. 
Yahoo, an American company, is a major stockholder in Alibaba and is already a participant in this oppression of the most populous nation on earth. 

This blatant abuse of power should serve as a warning to Americans who are, themselves, handing away their liberties without realizing the consequences.
Every year Americans give away more and more personal information about themselves that makes assembling a profile on them very simple.
All the information required to enable such a system here is already easily available to the government through the cooperation of the major corporations in the country.

Think about it: you are being tracked everywhere you go through software on your phones, your laptops and computers send back usage reports, advertisers have enough information about you to target their products with increasing precision and all of your personal data on social networks is being mined for whatever use deemed necessary.

Credit card companies already use numerous factors in determining your risk as a card holder. With so much data made available it will be tempting for these companies to incorporate other non-financial indicators to determine one's credit worthiness .  
With more and more people dependent upon government financial aid in the United States, it is not hard to see how a government that wants more control over its citizenry might one day want to take advantage of combining political manipulation with financial benefits or lack thereof.
Christian prophecy experts make note of the fact that Revelation 13 specifically speaks of a time in the future in which the "mark of the beast" is directly connected to political support for the "Beast" or Antichrist. 

One will not able to buy or sell without this mark and it is clearly a mark of loyalty and allegiance. 
The merging of political allegiance and the ability to conduct commerce is clearly only beginning.

By Kade Hawkins October 22, 2015


This Is How Tyranny Rises and Freedom Falls: The Experiment in Freedom Is Failing

It is easy to be distracted right now by the circus politics that have dominated the news headlines for the past year, but don’t be distracted. Don’t be fooled, not even a little.
We’re being subjected to the oldest con game in the books, the magician’s sleight of hand that keeps you focused on the shell game in front of you while your wallet is being picked clean by ruffians in your midst. This is how tyranny rises and freedom falls.

What characterizes American government today is not so much dysfunctional politics as it is ruthlessly contrived governance carried out behind the entertaining, distracting and disingenuous curtain of political theater. And what political theater it is, diabolically Shakespearean at times, full of sound and fury, yet in the end, signifying nothing.
We are being ruled by a government of scoundrels, spies, thugs, thieves, gangsters, ruffians, rapists, extortionists, bounty hunters, battle-ready warriors and cold-blooded killers who communicate using a language of force and oppression.

The U.S. government now poses the greatest threat to our freedoms.  More than terrorism, more than domestic extremism, more than gun violence and organized crime, even more than the perceived threat posed by any single politician, the U.S. government remains a greater menace to the life, liberty and property of its citizens than any of the so-called dangers from which the government claims to protect us. This has been true of virtually every occupant of the White House in recent years.
Unfortunately, nothing has changed for the better since Donald Trump ascended to the Oval Office.
Indeed, Trump may be the smartest move yet by the powers-that-be to keep the citizenry divided and at each other’s throats, because as long as we’re busy fighting each other, we’ll never manage to present a unified front against tyranny in any form.

The facts speak for themselves. We’re being robbed blind by a government of thieves. Americans no longer have any real protection against government agents empowered to seize private property at will. For instance, police agencies under the guise of asset forfeiture laws are taking Americans’ personal property based on little more than a suspicion of criminal activity and keeping it for their own profit and gain.

We’re being taken advantage of by a government of scoundrels, idiots and cowards. When you’ve got government representatives who spend a large chunk of their work hours fundraising, being feted by lobbyists, shuffling through a lucrative revolving door between public service and lobbying, and making themselves available to anyone with enough money to secure access to a congressional office, you’re in the clutches of a corrupt oligarchy.

We’re being locked up by a government of greedy jailers. We have become a carceral state, spending three times more on our prisons than on our schools and imprisoning close to a quarter of the world’s prisoners, despite the fact that crime is at an all-time low and the U.S. makes up only 5% of the world’s population. The rise of overcriminalization and profit-driven private prisons provides even greater incentives for locking up American citizens for such non-violent “crimes” as having an overgrown lawn. 

We’re being spied on by a government of Peeping Toms. The government is watching everything you do, reading everything you write, listening to everything you say, and monitoring everything you spend. Omnipresent surveillance is paving the way for government programs that profile citizens, document their behavior and attempt to predict what they might do in the future, whether it’s what they might buy, what politician they might support, or what kinds of crimes they might commit.

We’re being ravaged by a government of ruffians, rapists and killers. It’s not just the police shootings of unarmed citizens that are worrisome. It’s the SWAT team raids gone wrong—more than 80,000 annually—that are leaving innocent citizens wounded, children terrorized and family pets killed. It’s the roadside strip searches—in some cases, cavity searches of men and women alike carried out in full view of the public—in pursuit of drugs that are never found. It’s the potentially lethal—and unwarranted—use of so-called “nonlethal” weapons such as tasers on children for engaging in little more than childish behavior.

We’re being forced to surrender our freedoms—and those of our children—to a government of extortionists, money launderers and professional pirates. Under the guise of fighting its wars on terror, drugs and now domestic extremism, the government has spent billions in taxpayer dollars on endless wars that have not ended terrorism but merely sown the seeds of blowback, surveillance programs that have caught few terrorists while subjecting all Americans to a surveillance society, and militarized police that have done little to decrease crime while turning communities into warzones.

We’re being held at gunpoint by a government of soldiers: a standing army. As if it weren’t enough that the American military empire stretches around the globe (and continues to leech much-needed resources from the American economy), the U.S. government is creating its own standing army of militarized police and teams of weaponized bureaucrats. These civilian employees are being armed to the hilt with guns, ammunition and military-style equipment; trained in military tactics; and authorized to lock the nation down under martial law.

Whatever else it may be—a danger, a menace, a threat—the U.S. government is certainly no friend to freedom. As I make clear in my book Battlefield America: The War on the American People, you cannot have a republican form of government—nor a democratic one, for that matter—when the government views itself as superior to the citizenry, when it no longer operates for the benefit of the people, when the people are no longer able to peacefully reform their government, when government officials cease to act like public servants, when elected officials no longer represent the will of the people, when the government routinely violates the rights of the people and perpetrates more violence against the citizenry than the criminal class, when government spending is unaccountable and unaccounted for, when the judiciary act as courts of order rather than justice, and when the government is no longer bound by the laws of the Constitution.

We won’t be able to sustain this fiction much longer.
“Things fall apart,” wrote W.B. Yeats in his dark, forbidding poem “The Second Coming.” “The center cannot hold; Mere anarchy is loosed upon the world… Surely some revelation is at hand.”
Wake up, America, and break free of your chains.
Something wicked this way comes.

By John W. Whitehead
October 16, 2017


The Bill Of Rights

There are many in the world who now despise America but not so long ago the world watched placing their hope on America.

What happened?

   As an American I am deeply concerned about what is now happening here and around the world. What is occurring has not happened by chance or a “cycling theory” of the rise and fall of Nations. It has come about by those like others before them who seek power, wealth, to rule over others no-matter the cost in human suffering and death. They have the power to start and end wars, financilly ruin Nations, and are experts in the art of deception.

   Nations and individuals who seek freedom are under attack as never before and it appears (unless there is a significant change) they may be successful in their goal to dominate mankind.

   Below are two documents. The Bill Of Rights and The Declaration Of Independence Of The United State Of American. They are the founding documents which express the vision and dream, and hope of men seeking freedom. Now they are under attack as never before by progressive leaders, politicians, education, business, the news media, the financial system, the entertainment industry, and yes even many Christian churches that have been infiltrated, overcome, and deceived.

   If you have never read these documents I encourage you to do so. Why? Because then when you think of America you, will see it differently. The hate and propaganda now being directed toward the people of America has come about by evil men who over generations have been secretly working from (within and from without) to overthrow our Nation and any Nation or individual that seeks freedom.

   These documents have not let the people of America. It is those in America (and other Nations) who cannot see the vision, responsibility, promise, and hope of America which must be handed down and understood with each passing generation. Daera Reader we have let America down and the vision and hope of America is yet to be realized. America is not perfect nor claimed to be perfect. Our founders were Imperfect men who came together with a vision and hope for future generations, pointing to a better way.

   You will find upon reading these documents that they are a light shining in the darkness, yet to be truly lived. Indeed we have only began to live the promise and hope give in these documents on the behalf of all Nations and all those who seek freedom.


The Bill of Rights is a list of limits on government power. For example, what the Founders saw as the natural right of individuals to speak and worship freely was protected by the First Amendment’s prohibitions on Congress from making laws establishing a religion or abridging freedom of speech. For another example, the natural right to be free from unreasonable government intrusion in one’s home was safeguarded by the Fourth Amendment’s warrant requirements.

Other precursors to the Bill of Rights include English documents such as the Marna-Carta, the Petition of Right, the English Bill of Rights, and the Massachusetts Body of Liberties.

Amendment I Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

Amendment II A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.

Amendment III No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law.

Amendment IV The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Amendment V No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

Amendment VI In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense.

Amendment VII In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to the rules of the common law.

Amendment VIII Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.

Amendment IX The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.

Amendment X 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.


The unanimous Declaration of the thirteen united States of America WHEN: In the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.

— That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed,

— That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are insufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.

— Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world. He has refused his Assent to Laws, the most wholesome and necessary for the public good.

He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them. He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.

He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their Public Records, for the sole purpose of fatiguing them into compliance with his measures. He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people. He has refused for a long time, after such dissolutions, to cause others to be elected, whereby the Legislative Powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.

He has endeavored to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands. He has obstructed the Administration of Justice by refusing his Assent to Laws for establishing Judiciary Powers.

He has made Judges dependent on his Will alone for the tenure of their offices, and the amount and payment of their salaries. He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people and eat out their substance. He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.

He has affected to render the Military independent of and superior to the Civil Power. He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation: For quartering large bodies of armed troops among us: For protecting them, by a mock Trial from punishment for any Murders which they should commit on the Inhabitants of these States: For cutting off our Trade with all parts of the world: For imposing Taxes on us without our Consent: For depriving us in many cases, of the benefit of Trial by Jury: For transporting us beyond Seas to be tried for pretended offenses: For abolishing the free System of English Laws in a neighboring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies For taking away our Charters, abolishing our most valuable Laws and altering fundamentally the Forms of our Governments: For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.

He has abdicated Government here, by declaring us out of his Protection and waging War against us. He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people.

He is at this time transporting large Armies of foreign Mercenaries to complete the works of death, desolation, and tyranny, already begun with circumstances of Cruelty & Perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation. He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.

He has excited domestic insurrections amongst us, and has endeavored to bring on the inhabitants of our frontiers, the merciless Indian Savages whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions. In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince, whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. Nor have We been wanting in attentions to our British brethren.

We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these united Colonies are, and of Right ought to be Free and Independent States, that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. — And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor.


This page contains important selected articles of interest which can be read in many languages throughout the world.

Most recent articles are at the top.

Scroll down to view other articles you choose to read:

(12) Think for yourself or others will do it for you. - Is someone trying to influence you?

(11) What can we learn from current scandals in America and other Nations around the world?

(10)  The Crucifixion Of Truth  - Who is your leader? - Who are you following?

(9) Is religion the cause of the words wars?

(8) Brave New Schools.

(7) Wanted a Man (Men) who will take a stand.

(6) The Individual, his freedom, and victory

(5) Europe's New Official History Erases Christianity, Promotes Islam

(4) The largest behavioral conditioning experiment in the history of mankind has just begun

​(3) This Is How Tyranny Rises and Freedom Falls: The Experiment in Freedom Is Failing