The Rainbow Swastika (PDF book) - Scattered Seed Ministries

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
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