THE RAINBOW SWASTIKA - Scattered Seed Ministries

Perez de Cuellar), but this report examines him as "the father of global education", a title
given him for his compilation of the World Core Curriculum. The WCC was first used in the
few "Robert Muller Schools" around the world, alternately known as "Schools of the Ageless
Wisdom", to "enable the student to become true planetary citizens". Muller acknowledges
that the WCC is based on the teachings of "Alice Bailey and Djwahl Kuhl" [sic], as well as
"Master Morya" ("Preface", WCC Manual, Nov. 1986). He also called it "a product of the
United Nations." ("A Letter to All Educators in the World") [The UN's role in the Plan is
outlined elsewhere.] The _World Core Curriculum Journal_ (published by the Robert Muller
Schools, March 1989) proclaims, "Our task at this time is to develop a Global Curriculum
Guide which will serve as a guide for the 'New Age Education'," (vol 1, p.32) liberally quotes
from Bailey's _Education_, and enshrines the goal of "group think". There is an entire section
on a curriculum called the "Earth-Gaia Teaching Unit" (p.48-50) which promotes the
personification of the Earth [capital "E"] as the pagan goddess Gaia. His WCC includes an
outline, under the category of "Our Planetary Home", which quotes Bailey's description
(_Education_, p.126) of the manifestation of the Hierarchy in "every type of consciousness,
from that of the infinitesimally small to that of the infinitely great."
2b. Bill Clinton's Contribution: During his tenure as Governor of Arkansas, Clinton
incorporated New Age teaching in his Governor's School, a summer school for gifted highschoolers
(est. 1979). It involved isolating the 17-year-olds from all contact with their parents
and the outside world for six weeks, while introducing them to a new paradigm of relative
morality determined by group consensus, and the technique of "divorcing yourselves from
your bodies" in order to achieve contact with a Higher Guide. Although the program resulted
in many negative reviews from graduates, and at least one documented suicide, it continued to
be offered in Arkansas public schools. (See the documentary video, "The Guiding Hand",
produced in 1992 by Geoffrey Botkin, a former student at the Governor's School and one of
its most outspoken critics. He also includes footage of the School's own promotional video,
showing the students practicing the "divorce" exercise, mentioned above, as part of their
"Death Education" curriculum.) Bailey saw youthful rebellion against parents as a healthy
trend enabling the "human family" to supplant them. (_Education_ IV, p.131) This was
reinforced by a guest speaker at Clinton's School, author Ellen Gilchrist: "Students, do me a
favor. Totally ignore your parents. Listen to them, but then forget them." (from "Guiding
Hand")
2c. The Contribution of "Religious Humanism" and "Transcendentalism": An excellent
article tracing the history of Outcome Based Education was written by Dr. William Coulson, a
close colleague of prominent figures Carl Rodgers and Abraham Maslow, and co-editor with
Rodgers of the groundbreaking series in humanistic education, _Studies of the Person_.
Among Coulson's revelations are his tracing of the familiar OBE concepts [the core of "Goals
2000" - see below] back to earlier "self-actualization" and "values clarification" experiments,
which in turn find roots in the "religious humanism" of John Dewey and the Transcendentalist
religious movement among 19th century New England intelligentsia. [My own brief survey of
the latter revealed enough common ground with Theosophy to establish that we come full
circle to NA doctrine again.] Equally noteworthy are Coulson's quotes from Abraham
Maslow's journal expressing serious misgivings over Rodgers' experiments in "universal
benevolence" and his own "self actualization" theories. [What a shame Barbara Marx
Hubbard never heard; she cites Maslow and his SA concept as one of her guiding
lights.] Maslow found himself criticizing the new education for "ignoring the distinction
between who should teach and who should learn," and for a philosophy of trusting man's
higher nature which lacked "a theory of right and wrong", a disabling element which
promotes what he called "the 'value-free' disease." Coulson refers to one Rodgers-trained