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THE RAINBOW SWASTIKA - Scattered Seed Ministries

THE RAINBOW SWASTIKA - Scattered Seed Ministries

THE RAINBOW SWASTIKA - Scattered Seed Ministries

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authority of the [teacher]", and "force" them to "an inward search" beginning at age five.<br />

(p.25)<br />

At the same time, children are urged to rely on another entity such as "Pumsy the dragon".<br />

"Pumsy" is mandatory curriculum in Virginia public elementary schools as of 1983, part of a<br />

course in which children must earn a Certificate of Mastery (CIM) in "Clear Mind". As 6year-olds<br />

are introduced to "Pumsy" in a teacher-guided trance state, they are taught to resort<br />

to this "friend" to rid themselves of a "mud mind" and achieve a "Clear Mind" (and not to<br />

discuss it with parents). The child thus learns the first steps toward "an integrated<br />

personality", one in which his individual identity has merged "with the Whole" (the "spiritual<br />

triad" or Hierarchy). (Bailey, _Education_ I, p.26) The goal is to permanently leave behind<br />

the world of "mud", that is, the concrete aspects of existence: "He lives first the life of<br />

dreams, and then the life of thought." (p.28) To summarize, the external authorities of the<br />

child's everyday world (teachers, parents, etc.) are delegitimized and replaced by the supreme<br />

authority of the "inner self", and eventually the (even more) supreme authority of the "group<br />

self". However, since these routinely prove inadequate for guidance in many of life's<br />

challenges, the resulting authority vacuum is filled by another external source, this one under<br />

the guise of another (unknown) side of the self. The fact that this entity is not really one's<br />

own self is revealed by Bailey's candid description of the actual "guides of humanity", whose<br />

desire is to merge with (and then submerge) the individual self.<br />

[In plain language, the ideal result of this "education" is a generation living in lifelong denial<br />

that there are aspects of life and authorities outside one's personal control. On the other hand,<br />

it is a lifelong dependency on a "higher" entity for guidance, due to the inevitable out-ofcontrol<br />

circumstances of life - circumstances which they are taught don't really exist.<br />

Meanwhile, the reaction toward the few who maintain control over their lives, without the<br />

crutch of constant "entity contact", is nothing but pity for that poor unenlightened,<br />

unempowered soul. At the same time, this mindset roundly condemns those who depend on<br />

the G-d of the Jews for external input and guidance, calling them "automatons" and<br />

"unthinking" - in spite of the Biblical G-d allowing, and even requiring, far more initiative<br />

and personal autonomy than the NA "gods". Go figure.]<br />

4c. OBE's "No-Fail" Really Means "No-Pass": Instead of demonstrating mastery of<br />

academic material and/or analytical skills (reading, writing, math), the pupil is "graded"<br />

against a "Locus of Control", and is awarded a "Certificate of Mastery" if he/she has exhibited<br />

the desired behavioral and attitudinal "outcomes". No one can "fail" and there are "no 'right'<br />

answers"; but if appropriate "learning outcome" is not demonstrated, the child is<br />

"remediated", or re-taught, by "facilitators" using special material from the "National<br />

Diffusion Network". The material is taught over and over indefinitely, until the desired<br />

"outcome" appears. The Pennsylvania Dept. of Education is not shy about calling OBE a<br />

"behavior modification plan based on control theory", a system credited to psychiatrist<br />

William Glasser. And if teachers (in Washington State for example) do not demonstrate<br />

"accountability" in OBE teaching - that is, their classes are not satisfactorily "mastering" these<br />

concepts - they too are placed under "remediation" by "mentor teachers" in the classroom,<br />

until their record improves, or until they are fired.<br />

4d. OBE Allows No Parental Challenge: The same "technologies for expanding and<br />

transforming personal consciousness" which Marilyn Ferguson praised in her 1980 landmark<br />

book, _The Aquarian Conspiracy_, are now being taught across the board to youth without<br />

the knowledge and permission of the parents, and even over parental objections. In many<br />

cases, students are encouraged not to discuss with their new studies with parents, and may be

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