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The Rainbow Swastika - Education for the New Age Page 2 of 7 identity, a blend of unique ethnicity, nationhood and religion producing the worst kind of "separation" there is. At least Jews are not guilty of "economic class" obstacles. But then again, economic separativeness clearly does not strike the same chord in NA hearts as other wars against "separation" - witness the financial elite attending the pivotal "State of the World Forum".] Bailey indicated four foundational concepts that must be absorbed by schoolchildren: simplicity (guaranteed to "kill" materialistic thinking), cooperative goodwill, loving understanding and world citizenship. The child is to be taught to harness his/her "energies" of life and knowledge in the service of "love". Love is defined here as "group relationship, in order that knowledge should be subordinated to the group need and interests." This is achieved by reorienting the educational goals themselves, in three specific ways: (1) The child is to be taught "from infancy that all that he... is being taught is with the view to the good of others more than of himself." History is no longer studied from the standpoint of "facts" or "achievement" but of "racial growth in consciousness". This leads to a consciousness of one's "responsibility". (2) All of life isqualitatively the same - not only all human life, animate life, or even all metabolic life, but "the total life pulsing throughout all forms, all kingdoms in nature, all planets, and the solar system". This leads to a consciousness of "relationship" and "blood Brotherhood". (3) Everyone is born to "service", a lesson to be reinforced continually from earliest years through vocational decisions. The end result will be to "link head, heart and throat into one unified and functioning agency," in individual and group imitation of the Planetary Logos. (_Education_ III, p.92-94) But all of this is only the "primary step" to "the building of the antahkarana" on the horizontal level, also known as the "Science of Right Relations". ["Right human relations" for the Jews must take on a unique character; this now refers to the rest of Humanity] This is followed by the "Science of the Antahkarana", or the vertical rainbow-bridge building. The latter, recognized as a "new and true science of the mind", is a purely spiritual, that is religious, discipline. Its goals are to "end the fear of death", "negate all separateness", and open children up to "impressions from the higher spiritual realms. Thus he will more easily be initiated into the purposes and plans of the Creator." (p.95-96) Clearly "education in the New Age" is nothing more or less than preparation for the Planetary Initiation. Building this "second half of the antahkarana" will destroy old "misconceptions" which we now accept as reality: "the illusion of appearance, the illusion of evolutionary unfoldment [note that this is first taught as a basic principle; it will later be discarded], the illusion of separateness, and the illusion of distinctive identity - that illusion which makes us say 'I am.'" (_Education I, p.24-25) Other "illusions" to be destroyed through education: that war is an agony to be avoided (it is actually a "surgical operation"), that destruction and world suffering are evil (the "Custodians of the Plan" see it otherwise) (_Education_ IV, p.111-112) Other "sciences" to be taught in the NA educational curriculum include: "the Science of Meditation", (skills for working "white magic") which should "dominate the new educational methods" in schools everywhere, and whose goal is to "build the first half of the antahkarana" and to "produce sensitivity to the higher impressions"; "the science of visualisation", preparing pupils for "the science of vision". This last "science" is the tool for building "the second half of the anthkarana", that is making contact "between the [human] soul and the spiritual triad [or Logos]". Last but not least: the "Science of Service", essentially driven by "identification with group purposes and plans" and ultimately by "knowledge of the Plan". (p.96-98) If there seems to be major redundancy in this NA curriculum (group service, receptivity to group-think, group-identity, group life) it may reflect some doubt as to just how easy it is to strip all children of all individual initiative, opinion and aspiration. In fact, "it will be only common sense to realize that this integration is not possible for every student". (p.89) No alternative is suggested for these kids, except a minimal attempt to train them in the Science of Right Human Relations. The success of this education ultimately depends on having access to the child "from infancy", [or even before] while it is still easy to establish "group control" [p.97, a rare slip in the Hierarchy's careful terminology]. Bailey's "Masters" are also hoping that the first graduates of New Age education who become parents themselves will make their control job easier, since "they themselves will have been brought up under this new and different regime". [Another interesting choice of terms: "regime" as defined in the dictionary is either a natural process or a domineering government in power. The reader - and the parent - can judge which more accurately describes what is being done to the NA child.] And, finally, Bailey hints at some deliberately orchestrated time, "when in late adolescence, a crisis, needed and planned, is precipitated" in the NA pupil's life [by human or spirit agent?], in order to make sure that each child chooses what his/her "destiny ordains". (p.89) [If NA education "ends the fear of death", and "destiny ordains" an early departure from the physical plane for 80% of earth's population, we shouldn't be surprised at an explosion of teen suicides and/or murders. Especially if the NA-educated kid happens to be carrying the weight of Jewish racial karma.] 2. Bailey's Legacy: Today's Global Education Bailey counted on "the coming two generations" to build this bridge into the global educational system. She tellingly announced: "An international system of education, developed in joint conference by broadminded teachers and educational authorities in every country, is today a crying need and would provide a major asset in preserving world peace." (p.87, emphasis mine) This is what has taken placeverbatim - within exactly two generations. All of her educational principles are now the pillars of the "international system of education" called the World Core Curriculum. It was spearheaded by "broadminded" Bailey disciple, the Chancellor Emeritus of "the UN University for Peace" Robert Muller, in "joint conference" with representatives of 155 nations at the "World Conference of Education for All" (Thailand, 1990), where the Curriculum was further modified and expanded. The WCC was, Muller wrote, a response to "an outcry by educators expressing the need for a global curriculum." ("The Need for Global Education", _New Era_, World Fellowship of Education, London, 1975) It is being vigorously distributed to "educational authorities in every country", with 1996 declared the International Year of Global Education by UNESCO. It was considered such an "asset in preserving world peace" that it won Muller the UN Peace Prize for Education in 1989. 2a. Robert Muller's Contribution: Muller is best known for his decades of service as Assistant Secretary General of the UN (serving with U Thant, Kurt Waldheim and Javier 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." http://philologos.org/__eb-trs/naH.htm 2/26/2012
The Rainbow Swastika - Education for the New Age 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 high-schoolers (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 teacher who confessed that the phenomenon of students calling one another racist names and scribbling obscenities on school walls was a direct result of this new education: "The impression we got was that we were free to do our own thing and that the kids should be free to do their own thing. When the kids heard that, they were off." As a representative sample of OBE's heritage, Coulson quotes "a passage by a best-selling author in the Studies of the Person textbook series", whom he refuses to identify except as "a high-ranking official of the U.S. Department of Education." Coulson relates: "Later he went to jail for sex crimes, a result that was not unrelated to his beliefs, for in 1974 he'd written of his own personal growth as a kind of religious imperative: 'I have grown to the place where I now have what might be called "a religion of the self." I believe that most of the answers are within myself and that learning to tap the love and beauty and strength within myself is really a worshiping of the inner self. In essence, I believe in God. God is within each of us. We are all God.... I now meditate to the God within my own inner self; and each time I meditate, I discover new resources of boundless love and beauty within myself.'" [Bailey never said it better.] Coulson competently traces other OBE precepts back to this "self-worship". The only blind spot in Coulson's well-reasoned piece is his position that OBE "is so contrary to common sense and the protective instincts of parents that it demanded cosmic justification. Enter the New Age movement." The New Age movement, as we have seen, is not the tail on the OBE dog, but the driving force which gives OBE its vision, goals and methodology. Not only has OBE changed "brand names" repeatedly in American history, as Coulson shows; OBE under all its labels is only one of a hundred "brand names" disguising the infinitely older NA "Wisdom". 3. Infiltration of NA Education into Public Schools - Easy Does It. Due to natural resistance in traditional educational institutions, introduction would have to be subtle and incremental. "The schools will make but small beginnings and will be launched in a way that will appear at first as too unimportant to be noticeable." (_Letters on Occult Meditation_, p.309. Quote attributed not to Alice Bailey but to "the Tibetan Master", in _The Journal of Esoteric Psychology_, Spring- Summer 1997.) [The success of the penetration is easily demonstrated: I will wager that virtually no reader of these pages has a clear idea of when New Age teachings first infiltrated into his/her school system.] Taking the cue from his spiritual mentor, Robert Muller was careful to introduce the "ageless wisdom" gradually into the U.S., the country which he called "the most powerful and stubborn obstacle to the further evolution of this planet." ("2000 Ideas for a Better World", Idea No. 1968. His "2000 Ideas" are easily found on the Internet.) The patience of Muller and other change agents was rewarded: Bailey's educational Plan was openly implemented in the "Outcome Based Education" (OBE) plan of the American educational project "Goals 2000", later renamed "Project Global 2000". Its "small beginnings, too unimportant to be noticeable" in the U.S. can be variously traced to 1974 (the first "School of Ageless Wisdom"), or 1980 (the pilot "Robert Muller School" in Arlington, VA with 16 students, operating quietly for five years before receiving full academic accreditation), or perhaps to 1979, when then-Governor of Arkansas Bill Clinton introduced a prototype of the WCC in his prestigious Governor's School. By 1986, Muller's WCC was openly hailed as "a useful model" for Goals 2000 (George Cawelti, "Toward a World Core Curriculum", _Education Leadership_, Dec. 86/Jan. 87). Certainly 1989 was a beginning (the first inclusion of the "Ageless Wisdom" in an experimental "Goals 2000" curriculum in Eugene, OR School District 4J), as was 1991 (the crafting of "America 2000" under the Bush administration) and 1992 (an experiment with "Outcome Based Education" launched in Cottage Grove High School, South Lane School District 45J3, Oregon Dept. of Education). The latter was declared a success on national TV by Marc Tucker, Executive Director of the "National Center on Education and Economy", a creation of the Carnegie Foundation which counts Hillary Clinton and David Rockefeller among its Board members. [Students and parents, on the other hand, called it an abysmal failure and an orchestrated fraud. By 1996, the controversy erupted in a group lawsuit, which of course received scant media attention.] From the obscure testing ground of the first NA school to the fully legislated NA education now operative in America, no more than 30 years had passed. 3a. The NA principles of Alice Bailey are being progressively spread to all school children. They are already securely embedded in the system adopted by the U.S. Department of Education for public schools across the country. One of the schools which incorporated OBE in its experimental stage was Columbine High School in Littleton, Colorado (Jefferson County), the site of a student-led massacre a decade later. [While no solid conclusions can be drawn here, just knowing this detail provides a horribly plausible explanation for what went wrong in that quiet "normal" community. Littleton, we should note, was only No. 6 in 8 incidents of "unexplained random shootings" of classmates within two years, committed by students aged 11-18. It is not hard to guess why the government and media, which publicly claim to be at a loss for a plausible cause in every one of these incidents, uniformly fail to mention an educational curriculum which includes both "death education" and the teaching that no personal values may be condemned by external authority.] Private schools are eventually to be included in OBE monitoring as well, under the auspices of the National Education Goals Panel, which http://philologos.org/__eb-trs/naH.htm Page 3 of 7 2/26/2012
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The Rainbow Swastika - The Plan of
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The Rainbow Swastika by Hannah Newm
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The Rainbow Swastika - Introduction
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The Rainbow Swastika - The Transfor
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The Rainbow Swastika - A Jewish Res
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