THE RAINBOW SWASTIKA - Scattered Seed Ministries

With this in mind, we proceed to "what is said to need changing" by OBE architects and
promoters - which, not surprisingly, coincide with the things Alice Bailey and her NA change
agents claim "need changing".
4a. "Old Misconceptions" Eradicated by OBE: OBE's own creator, William Spady,
confirmed its purpose in accordance with NA goals: "the complete transformation of our
educational system [relating to] orientations - the attitudinal, affective, motivational and
relational elements." [emphasis mine] The "transformation" is so "complete" that
implementing OBE in the U.S. requires the repeal of hundreds of existing state laws involving
education (in Washington State there are no less than 218 scheduled for cancellation - such as
requirements to teach the federal and state constitutions, concepts of objective morality, truth,
justice, patriotism and the principles of free government and citizenship; and also the
observance of "traditional and religious" holidays).
In other countries, the WCC is recognized as radical in even a more basic way: the Director of
the Robert Muller School in Buenos Aires, Argentina, Mrs. Gabrielle Roncoroni Christeller,
commends this "new education" which teaches that the "human right of each individual [is to]
be transcended" [superseded] by duties "to our total planetary home, to the total human
family, to the universe, to the heavens [the Hierarchy] and to our role and fulfillment in the
eternal stream of time". (Muller, "2000 Ideas for a Better World", Idea No. 1914) She is
quoting here directly from the outline of the WCC teaching priorities: "I. Our planetary home
and place in the universe; II. Our human family; III. Our place in time." Only at the end
appears "IV. The miracle of individual human life." [Human rights activists, take note: All of
these obligations take priority over what we used to regard as "basic human rights". Do not
be shocked to find that when your favorite humanist group talks about "human rights", they
actually mean "humanity's rights" and not individual rights. As Bailey taught, individual
identity is an "illusion".]
To fulfill Bailey's goals of removing the "illusion" of death, OBE offers a class in "Death,
Dying and Suicide" for high-schoolers, which, in the words of one Oregon OBE student,
"glamorizes death". The Ohio Board of Education's "Vision 21" OBE plan has added to this
the goal of eliminating the "illusion" that intellectual development is a worthy investment;
they have adopted the "theory of multiple intelligences" created by Harvard University's
Howard Gardner, which claims that while racial genetics will determine or limit academic
intelligence [sic!!], all pupils have "interpersonal and intrapersonal intelligence" which must
be developed. [Translating into Bailey terminology, we can see the NA transformation
agenda more clearly: the only human potential ("intelligence") inherent in everyone is service
to the group ("interpersonal"), the first half of the "antahkarana"; and surrender of inner selfdetermination
to the Masters ("intrapersonal"), which is the second half of the "antahkarana".]
4b. OBE Creates an Authority Vacuum: In order to meet the Hierarchy's demand for groupthink,
OBE (at least in Virginia, since 1986) requires teachers, under the guise of "guidance
counseling", to create "cognitive dissonance" in children aged five and up. They are then to
withhold adult input, in order to force reliance on "an answer acceptable to the peer group".
Its purpose is "to remodel [the] entire political, economic and social structure [as well as
individual] identity." (_Elementary School Guidance and Counseling Journal_, April 1981).
There is a section of OBE testing designed to find out what kind of social pressure is
sufficient for the child to conform to group goals and surrender to group consensus, a concept
known as "threshold testing". (See _Educating for the New World Order_, Beverly Eakman,
p.47) This method of creating an authority vacuum is directly out of Bailey's _Education in
the New Age_, which directs teachers to reject children's pleas for answers "that rest on the