<strong>The</strong> <strong>Rainbow</strong> <strong>Swastika</strong> - Education for the New Age future." (quoted in several sources; see Kathy Collins who quotes it with approval, "Children are Not Chattel," _Free Inquiry_, pub. by the Council for Democratic and Secular Humanism, Fall 1987. Collins' premise: "Children are not 'owned' by their parents." p.11) Decades earlier, in 1946, psychiatrist Brock Chisholm (then head of the UN's World Health Organization) confessed, "We have swallowed all manner of poisonous certainties fed us by our parents.... Whatever the cost, we must [reject] the mistaken old ways of our elders.... If it cannot be done gently, it may have to be done roughly or even violently." (quoted favorably by Hillary Clinton, _It Takes a Village_, p.15) American courts are backing this sentiment with legislation, as in the May 18, 1990 decision by the California Superior Court that a teacher's right to free speech in the classroom supersedes the personal convictions of parents. As Texas Federal District Judge Melinda Harmon succinctly put it: "Parents give up their rights when they drop the children off at public school." (quoted in _Schooling for a Global Age_, James Becker ed., p.xiii) 4f. <strong>The</strong> OBE War on the (Traditional) Family: Alice Bailey blamed the traditional family unit for promoting "separativeness, selfishness and individual, isolated exclusiveness". (_Education_ IV, p.130) Her ideal of family life was that it serve theHierarchy, viewing both the sexual relationship and childrearing with the sole motive of furthering human evolution (p.132). Following instructions to "deal with the whole problem of parenthood" (p.133) through education, parental training programs are offered under OBE to bring the entire family into NA education, under the label of "enlightened social engineering". This is not to produce family harmony so much as to eradicate conflicts with home-taught values - conflicts in which "the educational institution frequently comes under scrutiny and must pull back." (Professor John Goodlad, member of the Governing Board of UNESCO's Institute for Education. See "Guide to Getting Out Your Message," _National Education Goals Panel Community Action Toolkit: A Do-It-Yourself Kit for Education Renewal_, p.6. Goodlad repeats this comment in Foreword, _Schooling for a Global Age_, p.xiii.) Professor Goodlad, who also served with Bill Clinton in the 1980s on the UNESCO Commission on Global Education, warned colleagues that "most youth still hold the same values as their parents", a situation which may cause society to "decay". ("Report of Task Force C: Strategies for Change," _Schooling for the Future_, no.9, 1971) As for older family members, Number Five of the Eight National Goals enshrined in "Goals 2000" not only specifies that OBE performance be used to determine job placement after graduation, but suggests that the adult workforce be required to undergo OBE training to continue to be employable. 4g. OBE Foot in the Door at Home: By the mid-1990s, at least one state (Ohio) made the "parental educational or training program" compulsory in certain cases, with refusal to attend constituting "parental education neglect" - not only a "misdemeanor" but theoretically grounds for removing the children from the home. (See "Ohio Revised Code", 1996, Sec. 2919.222) Elsewhere, the PAT program (Parents As Teachers) was gradually introduced until it became federal law under Goals 2000 (1994): In this framework, parents have the "right" to teach their own children, provided that they fulfil the same "duties" expected of teachers. In such a framework, social service workers can be authorized to inspect homes and rate parental performance (not only in the context of home-schooling, but in general childraising and values education) - with the option of removing "poorly taught" children. Likewise, parents who refuse to accept social services in the PAT framework can be classified as having homes with children "at risk". (see "Revised Risk Factors Form", Parents As Teachers National Center, Inc.) <strong>The</strong> "Parental Rights and Responsibilities Act" of 1996, thought by many to provide balance to this issue, merely reinforced the PAT concept, conditioning those "rights" on the "responsibilities" redefined by the New Education. <strong>The</strong> National Assessment of Educational Process (NAEP) test given to students every four years (grades 4, 8, 12) includes both academic material and a survey about the child's home life and family habits, another way of pinpointing "problem" families. For the moment, privately run schools are still able to filter out a good bit of this indoctrination. <strong>The</strong> majority of these are under the auspices of Christian or Jewish religious institutions. But even parents of these children may not rest easy, especially the Jews. NA "change agents" have penetrated Jewish life in other ways, as we will see in the next section. This concludes Segment H. [next segment, please...] Links to the rest of the series: THE RAINBOW SWASTIKA TABLE OF CONTENTS INTRODUCTION FOR READERS PRO AND CON A. HOW BIG A CONSPIRACY? B. HUMAN HISTORY PER NEW AGE C. THE GODS OF NEW AGE D. 'THE PLAN' OF THE NEW AGE E. VIEWS ON JEWS AND JUDAISM F. NAZISM AND NEW AGE G. THE TRANSFORMATION OF SOCIETY H. EDUCATION IN THE NEW AGE I. MISSIONIZING AMONG JEWS J. WHAT TO DO: A JEWISH RESPONSE http://philologos.org/__eb-trs/naH.htm Philologos | Bible Prophecy Research | <strong>The</strong> BPR Reference Guide | Jewish Calendar | About Us Page 6 of 7 2/26/2012
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