The Rainbow Swastika (PDF book) - Scattered Seed Ministries

The Rainbow Swastika - Education for the New Age
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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 self-determination 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 group-think, 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 authority of the [teacher]", and "force" them to "an inward search" beginning at age five. (p.25)
At the same time, children are urged to rely on another entity such as "Pumsy the dragon". "Pumsy" is mandatory curriculum in Virginia
public elementary schools as of 1983, part of a course in which children must earn a Certificate of Mastery (CIM) in "Clear Mind". As 6year-olds
are introduced to "Pumsy" in a teacher-guided trance state, they are taught to resort to this "friend" to rid themselves of a "mud
mind" and achieve a "Clear Mind" (and not to discuss it with parents). The child thus learns the first steps toward "an integrated personality",
one in which his individual identity has merged "with the Whole" (the "spiritual triad" or Hierarchy). (Bailey, _Education_ I, p.26) The goal
is to permanently leave behind the world of "mud", that is, the concrete aspects of existence: "He lives first the life of dreams, and then the
life of thought." (p.28) To summarize, the external authorities of the child's everyday world (teachers, parents, etc.) are delegitimized and
replaced by the supreme authority of the "inner self", and eventually the (even more) supreme authority of the "group self". However, since
these routinely prove inadequate for guidance in many of life's challenges, the resulting authority vacuum is filled by another external source,
this one under the guise of another (unknown) side of the self. The fact that this entity is not really one's own self is revealed by Bailey's
candid description of the actual "guides of humanity", whose desire is to merge with (and then submerge) the individual self.
[In plain language, the ideal result of this "education" is a generation living in lifelong denial that there are aspects of life and authorities
outside one's personal control. On the other hand, it is a lifelong dependency on a "higher" entity for guidance, due to the inevitable out-ofcontrol
circumstances of life - circumstances which they are taught don't really exist. Meanwhile, the reaction toward the few who maintain
control over their lives, without the crutch of constant "entity contact", is nothing but pity for that poor unenlightened, unempowered soul. At
the same time, this mindset roundly condemns those who depend on the G-d of the Jews for external input and guidance, calling them
"automatons" and "unthinking" - in spite of the Biblical G-d allowing, and even requiring, far more initiative and personal autonomy than the
NA "gods". Go figure.]
4c. OBE's "No-Fail" Really Means "No-Pass": Instead of demonstrating mastery of academic material and/or analytical skills (reading,
writing, math), the pupil is "graded" against a "Locus of Control", and is awarded a "Certificate of Mastery" if he/she has exhibited the
desired behavioral and attitudinal "outcomes". No one can "fail" and there are "no 'right' answers"; but if appropriate "learning outcome" is
not demonstrated, the child is "remediated", or re-taught, by "facilitators" using special material from the "National Diffusion Network". The
material is taught over and over indefinitely, until the desired "outcome" appears. The Pennsylvania Dept. of Education is not shy about
calling OBE a "behavior modification plan based on control theory", a system credited to psychiatrist William Glasser. And if teachers (in
Washington State for example) do not demonstrate "accountability" in OBE teaching- that is, their classes are not satisfactorily "mastering"
these concepts - they too are placed under "remediation" by "mentor teachers" in the classroom, until their record improves, or until they are
fired.
4d. OBE Allows No Parental Challenge: The same "technologies for expanding and transforming personal consciousness" which Marilyn
Ferguson praised in her 1980 landmark book, _The Aquarian Conspiracy_, are now being taught across the board to youth without the
knowledge and permission of the parents, and even over parental objections. In many cases, students are encouraged not to discuss with their
new studies with parents, and may be encouraged to jettison their parents' values across the board. [For an example, see the advice given to
gifted students at Bill Clinton's Governor's School summer program.] Bailey viewed youthful rebellion against parents as "desirable" and
even necessary, to break the family's "united front" and substitute "group life", (_Education_ IV, p.130-131) which then becomes a "new
form of family unit." (p.128) [It is important to read Robert Muller's many "Ideas" on the "family" with this specific definition in mind. See
more below.]
What is the proper role for parents in the New Age? To be educated to serve "the Law of Rebirth", by providing physical vehicles for
"incarnating souls", and through psychic contact with "forces emanating from Shamballa" to create a "light body" for the baby before birth.
In other words, the only reason to be parents is to produce "vehicles" for the cause of reincarnation, and to ensure that those "vehicles" will
be born with a link to the Hierarchy. (_Education_ IV, p.138, 140) Anything less is to be considered "unthinking procreation of children", a
most unenlightened attitude which only contributes to the population problem. (So when, in a1998 interview, NA leader Barbara Marx
Hubbard laments those who "have babies without thinking", fellow initiates will necessarily see her as referring to more than simple family
planning or population control.)
4e. OBE Misleads Parents: Not surprisingly, NA educators expected that a bit of subterfuge and even lying to parents would be necessary to
give such drastic subversion a chance to succeed. Alert parents in the Cottage Grove High School OBE experiment found instructions along
these lines to their school administrators in the U.S. government-issued _Community Action Tool Kit_ (from the office of the Secretary of
Education) and _The Change Agents Manual_. [Since this issues from the same office that assures us the OBE program is completely
voluntary, a healthy skepticism is appropriate regarding any reassurances from that quarter.]
This deception is necessary, as Harvard Professor of Education and Psychiatry, Dr. Chester Pierce pointed out in 1972, in his keynote
address to the Association for Childhood Education International: "Every child in America entering school at the age of five is insane,
because he comes to school with certain allegiances toward our founding fathers, toward his parents, toward a belief in a supernatural being
[all learned at home]. It is up to you, teachers, to make all of these sick children well by creating the international children of the
http://philologos.org/__eb-trs/naH.htm
2/26/2012