The Hijacking of State Schools

By Debra Rae

Author of the best selling books:

ABCs of Globalism – A Vigilant Christian’s Glossary

ABCs of Cultural-Isms – Bible Truth or Grave Consequences


Debra Rae Books



The Hijacking of State Schools

Part I: Introduction

Just over Shanksville, Pennsylvania, a planeload of passengers faced the bewildering reality that homicide hijackers had the upper hand in executing an unspeakable agenda.  Limited in options, travelers on that fateful day in 2001 were forced to make a flash decision—to comply, to crumble, or to rally and roll.  The rest is history.  Thanks to a few brave souls, the deadly 9-11 attack on liberty itself was hindered, though not altogether thwarted.  A similarly sobering hijacking is in progress today.  This time, perpetrators target one in five Washingtonians who, on any given weekday, attends state schools.


Recall that in 1983 the Education Department issued a broadly circulated report, A Nation at Risk.  “If an unfriendly foreign power had attempted to impose upon Americans the mediocre educational performance that exists today,” it cautioned, “we might well have viewed it as an act of war.”  And so we should.  This stunning declaration shook the education establishment to its core.


Conveniently, the traditional family took the fall when, according to columnist John Steinbacher, Dr. Chester Pierce of Harvard University decreed that every child in America entering school at the age of five is “mentally ill.”  Educators must make these “sick” children well. How?  By means of social and token reinforcement (behavior modification) in creating what he called, “the international child of the future.”  Over time, social engineering to reverse pesky behavior patterns picked up at home was coupled with systematic legal drugging of millions of youngsters and, this, at no small risk (Dr. Stanley Monteith).  According to the Drug Enforcement Administration, Ritalin production in the United States rose 700% from 1990-1997 alone.


By the mid-1990s, child psychologists, psychiatrists, counselors, and special educators in and around U.S. public schools nearly outnumbered teachers.  A December 1999 report by the U.S. Surgeon General revealed that an alleged twenty percent of U.S. children suffer from “psychiatric disorders.” Accordingly, educrats appear to capitalize on a host of handy so-called “illnesses”—one being ODD, Oppositional Defiance Disorder in children five years of age and younger.  Millions more school-aged children are chemically restrained with psychotropic drugs for Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD).


The fitting question arises, “Have too many children been labeled and subsequently medicated?”  In a lengthy, well-researched paper, Dr. Fred A. Baughman, Jr. suggests that few, if any, questions can be addressed properly without an honest answer to this: “Is ADHD a disease with a confirmatory physical (including chemical) abnormality, or isn’t it?”  The good doctor agrees with peers that close to three decades of research have offered no definitive answer.


No matter, Dr. Shirley McCune adds her own prescription for “sick” children—that being, a quantum leap to “higher consciousness.”  This so-called higher, group- or collaborative- consciousness for the up-and-coming New Age characterizes the “international child of the future.” Toward this outcome, McCune advances “a whole new curriculum and set of guidelines,” and make no mistake.  This New Age guru is no small fish in the pond.  Under the lead of Dr. Terry Bergeson, Washington State Superintendent of Public Instruction, Dr. McCune serves as senior staff executive and federal education liaison.  In these roles, McCune monitors federal education legislation and research.  Furthermore, she participates in policy discussions and formulation at the OSPI, where she assists in program planning, evaluation, and improvement.


In a speech she gave at the 1989 Kansas Governor’s Conference on Education, Dr. McCune claimed, “we no longer see the teaching of facts and information as the primary outcome of education.” Instead, she added, we look to a “total transformation of our society.”  No doubt, this perspective has colored her service as expert consultant to the Governor’s Council on Education Reform and Funding.  An unelected committee, G-CERF takes responsibility for replacing basic education requirements through a proposal to be implemented by the Commission on Student Learning (CSL).


In Creating the Future, edited by Dee Dickenson, Dr. McCune proposes the direction of desired change toward universal societal transformation—namely, “moving out of the business of schooling and into the business of human resource development.”  Apparently, McCune embraces the cradle-to-grave vision for lifelong learning as conceived by Marc Tucker and former First Lady Hillary Clinton.


Having authored or co-authored numerous research reports, articles, and monographs, Dr. McCune (a Theosophist) is likewise author of trendy New Age books.  As such, she claims to receive and act upon “channeled” messages from her alleged ascended master, Kuthumi.  New Age theology purports that every 2,160 years of cyclic time, there comes a New Age with its new revelation.  Currently, we are moving out of the age of the individual (Pisces) and into the age of the group (Aquarius).  In The Light Shall Set You Free, co-authored with Dr. Norma Milanovich, McCune spotlights the threshold of this forthcoming millennium at which time our alleged “vibration frequency” will increase so as to allow the Light within to guide us to our divinity.


Before bellowing, “Beam me up, Scotty,” we’d best examine what this mystical mumbo-jumbo means. Some fear that “human resources” who travel by the beat of a different drum are destined to be labeled “at risk,” targeted for social engineering, and (if need be) administered pharmaceuticals to address symptoms relating to the supposed disorders of oppositional defiance, attention deficit, and/or hyperactivity.  Bible-honoring believers, beware.  The only absolutes allowable in McCune’s Twilight Zone, as it were, smack of political correctness gone awry.  In McCune’s utopia, rugged individualism and higher education acquiesce to collectivism and higher consciousness, respectively.


Former Senior Associate with the U.S. Department of Education, Dr. Dennis Cuddy poses a fitting question: “[Given] one of the most influential educators of the day [specifically, Dr. Shirley McCune], do you still wonder why there are problems with American education?”(The Christian Conscience, December 1997).


Hijacking of state schools requires a decision. Do we comply, crumble, or rally and roll?  In the tradition of 9-11 hero Todd Beamer, “Let’s roll!”


The Hijacking of State Schools
Part II: Nouveau Educationese

Because each field garnishes its own exclusive vocabulary, a trade word oftentimes connotes something altogether different from what the layman might presume. To the tourist, for instance, a Bombay duck is just that; but to the native chef of India, it is more accurately an indigenous fish—dried, salted, and served with curry.


These days, State educators likewise speak a language unfamiliar to most. Benign-sounding, but cutting edge buzzwords are more likely than not to elicit knowing nods from the uninitiated public.  For instance, timeless, cross-culture values now need “clarifying.”  Today, authority figures are “partners” and parents, “allies”; teachers are “coaches” and students, “human capital.”  “Process thinking,” “consensus,” “transformation,” and “the possibilities mind” may bring to mind students working in concert so that each might realize lofty academic goals, but this by no means paints the full picture.


“Process Thinking”

Keep in mind that “back-to-basics” means one thing to traditionalists, but something else to progressives.  For example, the 3-R’s historically represent “reading, ‘riting, and ‘rithmetic.”  Note that pioneer progressives demean all three as “cumbersome anchors” that “block the dialectic process.”  Instead, the latter advance the New 3-R’s of “relating, representing, and reasoning.”


“Well and good,” you say; but think again.  Agreeable-sounding contemporary and/or recycled vocabulary often bolsters a not-so-satisfactory agenda.  Too often State-school youth are coerced into the straight jacket of cosmically aware and politically correct collective consciousness.  Process-over-content indoctrination and cradle-to-grave control crouch undetected and poised to claim their unwitting victims.



To bring about “group think” under peer pressure, Hegelian dialectic or conflict resolution, otherwise known as the Delphi Technique, is the behavior modification tactic of choice.  You see, in Sustainable Values, Ross McCluney calls for a new, more liberal core set of values that the entire species can agree upon. Without a shared point of the compass, however, two cannot possibly walk together in agreement—that is, unless rugged individualism bows to consensus, and “gray” thinking prevails over absolutes. In the dialectic process, ends always justify means; and through it, educrats handily discredit notions of fixed rights or wrongs.  Students, then, are primed for “transformation” to the new mindset.


To ease this process, facts, formulas, and laws of physics—that is, absolutes—are necessarily undermined for their inherent divisiveness.  Spelling becomes more a matter of personal discretion, and any-old stab at reading is rewarded when students execute whole-word or configuration strategies.  Certainly not to be mistaken for measurable, merited accomplishment, successful cosmic education relies instead on “balanced energy,” “human potential,” and, “egoic advancement.”  To mask demonstrably declining academic skill levels, youngsters are pumped up with fanciful notions of Self.


Today’s lifelong psychosocial process of relearning (also called “deschooling”) systematically supplants independence with interdependence, individual creativity with collectivism.  Now, State schools employ unionized “change agents” to train human resources for specific placement in pre-determined, entry-level vocations that support our global economy.


To further the plan in Washington State, a bevy of bureaucrats collude with the Office of the Superintendent of Public Instruction (OSPI).  Take, for example, Dr. Robert Carkhuff, creator of HRD Press (1975).  This self-described, self-published scientist and educator has yet to publish in peer-reviewed journals; nonetheless, his ever-unfolding pseudo-social science underpins a radical theory of cosmic education shared by his fellows.



OSPI colleagues and longtime friends Drs. Shirley McCune, Andrew Griffin, Robert Carkhuff, and Superintendent Terry Bergeson share interest in the disturbingly esoteric study of the paranormal and human potential. See for yourself in The Light Shall Set You Free (Athena Publishing, 1996) and The Possibilities Mind (HRD Press 2000) by Drs. McCune and Carkhuff, respectively. In said pursuit of transpersonal psychology, Dr. Carkhuff applies his own make-believe formula (Energy=PE²1³) to measure human energy toward self-actualization, clarified by McCune as looking to “the Light within” in our collective journey toward the Fifth Dimension—that is, cosmic mindfulness entered through altered states of consciousness. The way to that Light, she claims, is to increase one’s vibration frequency.


Sounds to me like a religious experience. True, Dr. McCune has the constitutional right to believe as she does.  Keep in mind, however, that the “path to power,” as she puts it, “requires a whole new curriculum and set of guidelines.”  Don’t think for a moment that this federal liaison refrains from exposing children to her arcane theological grid.  Without apology, McCune commissions “classrooms of today” to “accept expanded concepts of who and what we really are.”  This, my friend, is New Age occultism.  Enabling her nefarious vision, taxpayers reward Theosophist Dr. McCune with a generous salary akin to that of the Superintendent.


“The Possibilities Mind”

The utopian brave new world of infinite possibilities, purportedly achieved by Carkhuff’s Links Project, costs taxpayers an additional $13 million in federal grants. His similarly perplexing paradigm identifies “the possibilities mind” as god—yes, god—who allegedly co-processes with us to illuminate his so-called mysteries. In order to engage in “mutual processing for mutual benefit,” one must “process the interdependent phenomena.”  Only then will he discover his capacity “to become one”—first, with any phenomenon (product or service); then, with god.


If this isn’t weird enough, “the possibilities mind” discards what is dubbed dysfunctional traditional math for “constructivist learning.”  Forget numerals. Students are required—not to solve a problem with its correct answer—but rather to use their “team voices” to “think about mathematics” and how it makes them feel.  Carkhuff advances a similarly troublesome new science of possibilities.


The ageless adage, “sticks and stones can break my bones, but words will never hurt me” is flat out wrong.  As we have seen, words do hurt, and they can mislead.  Before the hijacking of State schools is complete, the public must intervene—and fast.  For this reason, Nouveau Educationese should pique our curiosity, spawn a thorough look-see, and sharpen our vigilance.  Kids deserve no less from us.  Don’t you agree?

Part III: Public-Private Partnership

One of the world’s largest bureaucracies, the United Nations stands poised at the center of the New World Order.  We can credit the UN Educational, Scientific, and Cultural Organization (UNESCO)—tantamount to a global version of our National Education Association—for today’s iffy innovations in academia.  Among them are lifelong learning, the “right kind of tolerance,” eco-justice, and cosmic education for global citizenship in the coming New Age.


Significantly, the Marxist-Leninist maxim of earning one’s keep on Earth (called sustainable development) is a love child of the UN.  In a word, sustainability is the socialist principle of government-managed development.  Along these lines, UN global plans for action include creating “partnerships” with local communities and, thus, rendering passé previously held notions of local and state control of education.


The new three-way, public-private partnership reassembles in all fifty states the centrally planned economy passed piecemeal under former President Clinton.  Together, a national outcome-based curriculum, human resource development, and government appointed representatives regulate and combine all local, state, and federal policies, programs, and funding into a single, State-managed economic system.  Rewards and sanctions coerce “partners” to comply.


Government/Education Partnership: Goals 2000

Embracing a socialist-globalist worldview that opposes free enterprise and representative government, the new, outcome-based national curriculum is precisely what the Father of Progressive Education foresaw.  In 1928, Professor John Dewey of the Teachers’ College at Columbia University identified public education’s political function—that being “to construct communist society.”  The next year Dewey added, “We are in for some kind of socialism, call it by whatever name we please.”


In Creating the Future, edited by Dee Dickenson, Washington State’s OSPI federal liaison Dr. Shirley McCune underscores socialization as the basic function of schools.  Socialization, or “global transformation” à la McCune, is simple indoctrination to the nature and rules of governing politics, economics, and community life, inclusive of public education.


A socialist believes that the way to achieve good things is to have government do it.  Accordingly, Harvard legal historian Lawrence Friedman points to a troubling tendency among Americans who, in recent years, “claim rights for themselves and leave responsibilities to government.”  Dr. Stanley Monteith of Radio Liberty rightly warns that a government expected to provide everything you need likewise is capable of taking everything you have.  Notwithstanding, the current reauthorization of the federally mandated Elementary and Secondary Education Act clinches the State’s tending to our needs, literally from cradle to grave, with a three-fold, public-private partnership system.


In the words of Dr. Edward R. Hines, senior author of Politics of Higher Education (1980) and Higher Education and State Governments (1988), “Excessive government requirements for information give the illusion, not the reality of accountability and efficiency.”  Nevertheless, “privacy pirates” are fully engaged in today’s burgeoning Age of Government.  What Steve Forbes calls our “transparent society” makes it easy for allied government, schools, and business to monitor details of our lives, personally and financially.  Through assessments, as the so-called Nation’s Report Card (NAEP) and WASL, for example, students are directed to divulge personal information.  “Background questions” for the former include consumer-oriented queries addressing family income, material possessions, activities, and values.


Although government has no constitutional right to private information, the Tucker plan calls for building massive data banks on every child.  You may recall that Marc Tucker, colleague of Senator Hillary Clinton, outlined pioneer educational restructuring plans in the report, A Human Resources Development Plan for the U.S.


Government/Business Partnership: Workforce Investment Act (WIA)

Former White House Fellow and Professor, Amitai Etzioni, advances what he calls the Communitarian School.  In it, educating for shared values is deemed even more basic than academics.  Research documents that, increasingly, the focus on economic development in four-year colleges and universities is less on student need for education and more on business and industry assist (Jaschik 1986a).  Its method is to teach by formatting experiences—hence, the current interest in “atomistic education.”  Originating from philosophical anarchist sources, and apart from formal instruction, this system trains individuals as a byproduct of activities—e.g., by means of apprenticeships and informal learning centers.  To ease the process, the WIA (1998) has forged a nationwide network of workforce boards made up of government-appointed representatives from business, education, and government.


Education/Business Partnership: School-to-Work Partnership (STW)

Effective at getting corporations to donate political “soft money,” the three-way, public-private partnership increasingly controls access to the workforce for which students are trained.  The School-to-Work Opportunities Act, signed into law in 1994, created the Bureau of Apprenticeship and Training responsible for developing a federal data bank of personal information, as previously described, and for issuing skills certificates (high school diploma of the future).  Once again, academic standards yield to new ones that emphasize vocational skills and social engineering—and this, for the “greater good” of the global community.


Toward this end, educational blueprints as Goals 2000 and School-to-Work give equal time to psychotherapy and collective mind shaping.  Constructivist theory speaks to a leap of consciousness into alleged enlightenment.  The hook to cosmic illumination is social injustice.  Note that equity is one of 3-E’s that, together with environment and economy, characterizes sustainability.


No one partner can unilaterally define interrelationships of partners; however, in most states, it is the governor who represents the single most important person in higher education (Kerr 1985).  Clearly, the role of government has evolved from providing financial support to serving as dynamic partner.  A catalyst for reform, the governor’s interest in higher education naturally links to economic development.  Today, government dominates and controls all public-private partnerships. If only from the grave, Marxist/Fabian Socialist John Dewey has realized his dream.  Unfortunately, our children are no better off for it.

Part IV: Underlying Agenda

While in Seattle on tour with the Foundation for Economic Education, Dr. Anna Ebeling of Hillsdale, Michigan shared her version of “the Soviet tragedy,” as she experienced it.  At a tender age, little Anna joined her classmates in praising the Great Ideologue and self-proclaimed father of every Soviet child.  Together they sang, “We give thee this song for the sun thou hast lit.”  After all, Soviet children were freed from unnecessary burdens of private property, Western culture, technology, capitalist oppression, and even accountability to God.

Through State schools, Soviet children then and youngsters now were and are targeted for change, as proposed by Professor Amitai Etzioni.  Founder of the Communitarian movement in education, Etzioni insists upon a decisive shift from “me” to “we” and from “rights” to “duties.”  His a-traditional “moral voice” is translated into sorting garbage and refraining from washing one’s car or watering the lawn—all for the common good.  Etzioni’s flawed eco-logic demotes the allegedly egocentric moral majority to an increasingly irrelevant minority.  These he characterizes as providing only “wrong and largely authoritarian answers.”  Away with the “dark tunnel of moralism and authoritarianism,” both of which “lead to a church-dominated state or right-wing world.”


“Good riddance,” you may say—but think again.


In contrast to what Etzioni calls a dark tunnel is a so-called tunnel of light.  Through it, moral consensus and collectivism displace Judeo-Christian morality and, along with it, representative government.  As little Anna learned, State domination in a left-wing world functionally undermines “one nation under God with liberty and justice for all.”  This is one pricey exchange.


Nevertheless, America’s public classrooms persist in pushing forward the socialist agenda. More often than not, dialogic discussion supplants didactic instruction.  This is accomplished by skirting honest debates and arguments as to truths or falsehoods. Instead, the process is rooted in the Chinese model of “participatory democracy,” which goes like this: Change agents (teachers) predetermine an approved outcome.  Only questions and information leading to that outcome are introduced.  Thesis and antithesis result in synthesis (compromise), simple as that.


With this in view, OSPI federal liaison Dr. Shirley McCune advances a new curriculum that requires lifestyles and behaviors that “may vary considerably from those exhibited in the past.”  McCune assures us that the “released inner child” will want to relearn all that has been known previously, thus prompting the requirement to explore areas “not commonly taught.”  For example, McCune’s little charges learn that they are “beings of Light” (having connected with “the Light within”).  Therefore, they are beneficiaries of “the codes that the Universal Language of Light has to offer.”


Her “higher vibrations of the Fourth Dimension” may well summons eerily haunting themes indicative of The Outer Limits, but the problem is no light matter (pun intended).  McCune is dead serious, and she is not alone.

Another leading OSPI staffer in the Bergeson administration, Dr. Robert Carkhuff shares McCune’s New Age convictions.  Carkhuff’s new “possibilities mind” and McCune’s “expanded concepts of who and what we really are” both smack of neo-pantheistic syncretism.  Pantheists presume that god is the collective sum total of all that exists. “Earned egoic advancement” (called “Christhood”) is realized in McCune’s, “leap of consciousness,” by means of Carkhuff’s modified theory for “full actualization” (Energy=PE²I¹).


Whereas Marx recognized an egalitarian super-status for the mass proletariat reflected in the “State,” McCune and Carkhuff seek equality with “God” (specifically, “the possibilities mind”).  In a nutshell, theirs is a spiritual version of the socialist ideal put forth by political philosophers Marx and Engels.  Both camps call for societal transformation.  While Marx’s agenda is outlined in The Socialist Internationale, Das Capital, and the Communist Manifesto, McCune advances hers in The Light Shall Set You Free; and Carkhuff does so in Toward Actualizing Human Potential and The New Possibilities Mind.


Be sure, the New Age Movement is no mere afterglow of the “flower power sixties.” To the contrary, it amasses a vast coalition propelled by an esoteric belief system and united by a global agenda.  By design, it is traditionalism—i.e., Judeo-Christian ethic, essentialist education, nuclear family, free enterprise, and the US Constitution—taking the fall.  No longer do barefoot, would-be gurus pass out posies in airports.  21st century New Age practitioners aggressively condemn private property as impossible; free enterprise as exploitation; technology as an abomination to Nature; and Western culture as the root of all-evil.


A willing left-wing ally, the National Education Association “built its empire on the backs of millions of public school teachers who have been forced to pay hundreds of dollars to the union each year for the privilege of keeping their jobs.”  Forbes Magazine rightly identifies the NEA as “America’s largest and richest brass-knuckled labor union,” interested more in a leftist partisan agenda than in America’s children.  Locally, WEA hardball politicians employ “man’s most potent weapon”—namely, ridicule—identified as such by NEA-employed, union radical Saul D. Alinsky.  On occasion, a watchdog educator sounds the alarm only to be intimidated, manipulated, shamed, and silenced.  A Publication of the Evergreen Freedom Foundation (July 2004), quoted above, documents numerous such examples from Bellingham, Harrington, Lacey, Lake Chelan, Monroe, Puyallup, Seattle, Sedro-Wooley, University Place, and Vancouver.


Over time, Dr. Ebeling escaped the process and predetermined outcome of her State schooling. To prevent yet another tragedy, as she describes it, we too need a wake-up call. Should we delay, or defer to ridicule, the hijacking of State schools may soon become a done deal in our fair state of Washington and across the nation as well.

Part V: Holistic Education, a Dynamic Shift

From geological perspective, movement of one land plate past another can cause jamming.  Once these wedged masses spring free, earthquakes occur—mostly under the sea along fractures or breaks in the earth’s crust.  Residents of the Pacific Northwest are warned that it’s not if the “big one” comes; it’s when.  This being the case, they are encouraged to prepare for inevitable seismic activity.


Similarly, in America’s State schools a dynamic, albeit largely undetected pressure is bearing down on our once unparalleled traditional education system.  Secularists of John Dewey fame and mystics of Shirley McCune ilk together form the fault line of humanism, along which trendy holistic models have wedged their way in.  Under stress of ongoing massive education restructuring, holism eventually springs free of traditionalism—resulting in quakes certain to yield a disturbing aftermath.


To better understand how this is happening, let’s take a brief look at history.  Educational theorist of the 1930s, Arthur Bestor birthed Essentialism, heralding measurable academic standards, and discipline.  Rigorous curriculum coupled with robust standards—academically, morally, and behaviorally—kept students accountable and competitive.  At their best, traditional schools mirrored and reinforced Judeo-Christian values of the American home and family.


In contrast, while using local and global community settings to ensure lifelong learning, today’s holistic movement in education minimizes academics while purportedly enabling student evolution into greater wholes of body, mind, and spirit. In philosophy, holism claims the whole to be greater than the sum of its parts.  While prodded into “wholeness,” 21st century students enter the ambiguous realm of evolving truth, imagination, and collaborative consciousness.  Consequently, they leave behind old standards, expectations, and rugged individualism.


As holistic models break free from more traditional counterparts, there occurs a quake of significant proportion.

“How can this be?” you ask; “The future’s looking really good in our neck of the woods.” After all, Western Washington is home to its own pioneer visionary, Walter Kistler. This kindly physicist, industrialist, and inventor is an acknowledged philanthropist—and notable futurist. Recipients of the coveted Kistler Prize are applauded for contributions in reproductive and evolutionary biology, not to mention human enhancement technology.

In view of Humanity 3000, Kistler has endowed his Foundation for the Future (1996) to increase and diffuse lifelong knowledge. Colleagues and he are developing the Next 1000 Years television series to be aired on public broadcasting stations. Kistler’s vision mirrors the 1970’s program outlined by UNESCO, global version of our National Education Association. Up-and-coming “Brave New Schools,” as Berit Kjos calls them, feature progressive interdisciplinary approaches, systems thinking, partnerships, multicultural perspectives, and empowerment principles for the Brave New World of possibilities. Herein lies the problem.


A psychosocial process of relearning, the cradle-to-grave model effectively replaces traditional values, attitudes, and individual thinking with a burgeoning new global ideology typified by collective thought and moral relativism. Not surprisingly, Kistler’s foundation links to the World Future Society, global forum called for in the Club of Rome’s 1972 book, Limits to Growth. The WFS is a sort of clearinghouse where political, economic, and spiritual aspects of the New World Order can all merge.


In Reflections on Life, an intellectual odyssey from mere “knowing” to “understanding,” Kistler discards the traditional faith of America as powerless to keep our lives on course. Never mind that Christians founded America’s first 150 colleges and universities. In Kistler’s futuristic world, quantum mechanics eliminate altogether any need for the guiding hand of the Almighty. What do apply are Darwin’s iron law of survival and a concept of purpose created entirely by the human mind.


Karma may not be Kistler’s cup of green tea; nonetheless, he credits most eastern religions (Theosophy for one) for their supposed superior ability to embrace modern science. If not cosmic humanism (belief that all life forms are evolving into a higher state of consciousness), Kistler clearly adopts Darwin’s utopian construct of Historic Optimism. This theory supposes that apart from God and with the passing of time, human thinking, philosophy, and destiny are improving progressively toward balanced, genetically enhanced communities.


We see, then, that mystical and secular evolutionists alike acknowledge powers latent within humanity. This notion is by no means new. For example, a political leader from Massachusetts by the name of Horace Mann believed in the perfectible nature of man. In 1850, Mann bamboozled America into the false assurance that, given a century, secular education would completely eradicate crime and poverty. Plainly, the plan of this patriarch of permissive education didn’t pan out. The same rings true of Darwinism. Increasing numbers in the scientific community concur that nature’s delicate balance unmistakably supports teleology (design) rather than evolution (random chance), yet Darwinian bulldogs simply won’t let go.


While initiating socio-biological action, Kistler’s “survivable survivors” must count on luck. Be sure, luck is no lady. In the progressive paradigm, luck—not providence, nor opportunity by means of essential education—may in fact empower the “survivable survivor,” but at a price. Removing God from civil society effectively eradicates elevated meaning in life; moreover, scientism exchanges sanctification for what C. S. Lewis calls “egoistic castle-building” and “incessant autobiography.” Once Darwin’s iron law of survival fully undermines moral consensus (e.g., Ten Commandments), chaos follows.


A dynamic shift in public education is now in progress.  In the field for over thirty years, I discern escalating rumblings that threaten impending danger.  As witnessed by thousands of Mexicans in September of 1985, shift of landmass can be devastating.  In the space of but a few minutes, a “big one” south of the border took some ten thousand lives and razed more than 200 buildings.  The parallel sequence in State schools is evident—from movement along a fault line to violent shaking—and, then, an aftermath yet to be fully realized.


With America’s youth at stake, we can do no less than sound the alarm.


Part VI: The Internet Connection

Personal computers are to today’s youth as were quill and scroll to their ancestors. No wonder technology and the liberal media are targeted as “liberating tools” to engage co-learners as co-creators of knowledge. Mind you, knowledge today is a mere social construct not to be mistaken for “truth”—which, if acknowledged, is self-serving, relative, and situational at best.


Realizing that ours is a youth-centric culture, prominent cosmic educators (as Shirley McCune), progressives (as Teresa Heinz Kerry), futurists (as Paul Allen), and globalists (as Robert MÜller) target and coach the young, especially those with a vision and on a mission in search of a sustainable new world order. Reacting to alleged “adultism” (oppression of youth by their seniors) and “ageism” (exclusion of youth in decision-making), young visionaries are roused to involve themselves in communications, government, and grant making—more often than not by means of the Internet (;


“Hopeful news for a just, compassionate, and sustainable future,” Yes! Magazine on the Internet promotes Kid Connection. With students acting as “agents of change,” adults are demoted to support status of “allies”—this, with apparent intent to subdue “ephebiphobia” (extreme fear of youth). Young people partner to deconstruct and, then, re-image learning processes toward what they have been influenced to believe will lead to a more “just, sustainable, and peaceful world” (


For liberal progressives to “transform unequal power structures, resist abuse of privilege, and break down disciplinary boundaries,” student-led reform is deemed necessary. Founded in April 2000, the left-wing Free Child Project promotes “radical democracy” by advocating, educating, and celebrating social change as led by (and with) youth from around the world. Adam Fletcher is its founder-director; its motto, “Only through action do words take power.”


Be clear. The burgeoning youth peace movement is decidedly liberal—virtually without exception. Search the Internet for yourself, and you will find links to the Gay/Lesbian/Queer/Rainbow Alliances, Queer Union, Allied Sexual Orientations, PeTA, Sierra Student Coalition, Earth Spirit, Campus Greens, NOW, Planned Parenthood, Leftist Student Union, the Ruckus Society, and the ACLU.


A youth-driven training ground, the Free Child Project serves as think tank, yes, but also as an advocacy group, especially for those historically denied participation resulting from bias, be it socio-economic and/or racial. Politically correct youth champion rights for minority races, gays, women, and animals. They bemoan what has come to be known as the “digital divide,” oppose captive breeding, denounce medical testing, and champion the mantra “my-body—my-choice.”


Mobilizing youth for social change, the project collaborates with the Children’s Defense Fund (Washington out East) and the Office of the Superintendent of Public Instruction, OSPI (Washington out West). For example, to accelerate social change by using technology to incite grassroots activism, Project Alchemy (Seattle 2001) helps get the job done.


Largely driven by a new generation of activists, the 21st-century peace movement confronts so-called tyrannies with “hard core action” propelled by what is acclaimed as “a spirit of resistance.” “Critical mass” signals strength in numbers. What is dubbed successful “direct action” frequently involves engaging in civil disobedience, boycotts, and occupation—not to mention demonstrating, picketing, striking, protesting, and breaking laws or ordinances (e.g., creating a mural without permit). According to NYC anarchist and Redwood Forest tree sitter Anita Roddick, this is “the rent we pay to live on the planet.”


The nonpartisan Global Renaissance Alliance (1998) effectively creates an alternate political consciousness based on nonviolent principles of Mahatma Gandhi.  Pushing for a Department of Peace, the alliance quotes, among others, HH Dalai Lama and the Democrat Party’s 1984 vice-presidential nominee, Barbara Marx Hubbard.  (While the former claims to be “god,” the latter presumptuously rewrote the Bible book of Revelation and fingered Christians as “defective seed.”)  Perhaps not surprisingly, those in sync with its radical agenda took center stage in Boston at the 2004 Democratic National Convention—case in point, Teresa Heinz Kerry, Jesse Jackson, Al Sharpton, and John Edwards.


Authors Paul Loeb and David C. Korten join the rank and file advocating in-kind protest against “violent” corporations.  An affiliate scholar at the Seattle Center for Ethical Leadership, Loeb has written pieces for the New York Times, Washington Post, Psychology Today, and Redbook.  Professedly to heal the community, nation, and planet, author Paul Loeb further clarifies The Soul of a Citizen: Living with Conviction in a Cynical Time.  All the while assisting youth in defining core values toward “inner life integrity,” Loeb makes a compelling case for global interdependence and UN control.


Activist-historian Howard Zinn provides a needed theoretical base by means of his revisionist text, A People’s History of the US.  Co-founder of Positive Futures Network and one of corporate capitalism’s most articulate critics, David C. Korten (MBA, Ph.D.) advances Marxism as “a good direction” in which to move (New Renaissance, Vol. 7, No. 3, May 1996).  His NW Network Services boasts a full range of Internet connectivity products that further “living economies for a living planet.”  Be certain that classic Marxism favors both “free trade” (to hasten social revolution) and the Robin Hood philosophy (to redistribute wealth).  The latter is known more popularly as “sustainable development.”


In conclusion, progressives, futurists, and globalists target and, then, groom today’s youth attending State-hijacked schools.  By accessing the Internet and liberal media, young activists are galvanized to pit themselves against “ephebiphobic” adult authorities with presumed-to-be bankrupt ways.  Given revisionist history as catalyst, Marxism assumes center stage in directing the social revolution at hand.  Victimization theories hook our youth; hard-core action promises to ensure a just, peaceful, sustainable society bereft of ostensibly obsolete sovereignty, traditionalism, and capitalism.


In support of youth self-expression, organizations as the Daughters Sister Foundation (underwritten by the Pride Foundation) educate, inspire, and empower our young people to realize promise of an up-and-coming Brave New World.  Internet-enhanced transformational learning serves to incite ruckus raising by young human capital sadly diverted from the blessed heritage they might otherwise have known.


© Debra Rae 2004 Reprinted with Permission

Debra Rae received her Master of Education degree from the University of Washington, and her Bachelor of Theology Master of Ministries degrees from Pacific School of Theology.  Her work spans pre-school through adult education, including teaching at the American School of Kuwait, during which time she tutored the daughter of Kuwait's Head of Parliament.  After marrying Debra joined her husband in further exploration of Africa, Asia, East- and West- Europe, North- and South- Americas -- about 70,000 miles their first year of marriage!  One trip featured a memorable jaunt on the elegant British Concorde.  Her book, ABCs of Globalism has prompted numerous radio interviews aired across the nation, the Western Hemisphere, Russia, and the Middle East.  And her latest, the ABC’s of Cultural-isms is its sequel.




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