The Deliberate Dumbing Down of Education – The New World Order’s Agenda to Enslave Your Children

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The New World Order’s Agenda to Enslave Your Children and How You Can Fight Back

In this summary of Samuel Blumenfeld’s important book Revolution via Education, I attempt to capture the key points that will help you understand and fight back against the New World Order’s agenda to use government schools and state textbooks to enslave your children. Secondly, I will examine the dismal dysfunctionality of government schools in South Africa, and will elaborate on the deliberate destructive methods that are being used to dumb down children (most of whom already have a poor start in life). Lastly, I will show how the case for home education has never been stronger.

A New Kind of Behavioural Psychology

Following the famous experiments of Pavlov, a new kind of behavioural psychology was developed in the experimental laboratories of Wilhelm Wundt at the University of Leipzig in Germany. The major American figures who studied under Wundt - James McKeen Cattell and G Stanley Hall, Charles H Judd and James Earl Russel – came back to the United States to revolutionize American education. Hall returned in 1878 and in 1882, created America’s first psychology laboratory at John Hopkins University. Two of Hall’s students were James McKeen Cattell and John Dewey.

 

The Lenin of America – John Dewey

Vladimir Lenin helped to spearhead the 1917 communist Bolshevik revolution in Russia and was the head of the Soviet Union from 1917 to 1924. His marxist political theories known as Leninism, promoted a violent form of communist revolution. John Dewey was never a politician, yet his radical socialist theories revolutionised America through state-controlled education. The philosophy of the classroom will become the philosophy of government within one generation.

 

In 1894, Dewey became professor of philosophy and education at the University of Chicago where he created his famous Laboratory School. The purpose of the school was to see what kind of curriculum was needed to produce socialists instead of capitalists, collectivists instead of individualists. Dewey believed that the ideal classroom is a psych-lab and the pupils within it are laboratory animals.

 

Socialist Revolution Through Education

It was the intensity of Dewey’s ideological commitment that made him the philosophical leader of the American socialist revolution - the Lenin of America. In 1899, Dewey published School and Society, his blueprint for a socialist revolution via education.

 

Dewey and Lenin shared a basic worldview. They both rejected belief in God, both became materialists, both believed in evolution, both believed in behavioural psychology as the means of studying and controlling human nature.

 

Dewey’s joining Cattell and Thorndike at Columbus, brought together the lethal trio who were to wipe out traditional education and kill academic excellence in America. It would not be accomplished overnight, as an army of new teachers and superintendents needed to be trained.

 

To Dewey, our minds are not the property of the individual, but of humanity which is a euphemism for the collective or the state. The most important of the reforms to be instituted was changing the way children were to be taught to read. Since it had been decided by Dewey and his colleagues that literacy skills were to be drastically deemphasised in favour of the development of “social skills”, a new teaching method that deliberately reduced literacy skills was needed.

 

Dewey’s Agenda
Dewey wanted to socialize (indoctrinate) children so that they become the kind of unthinking egalitarians who would serve the state willingly and without complaint.  “You can’t make socialists out of individualists,” he said. “Children who know how to think for themselves spoil the harmony of the collective society which is coming, where everyone is interdependent.”

 

Dewey blasphemously borrowed Christian terminology to describe the new world order he wanted to create: “I believe that in this way, the teacher always is the prophet of the true god and the usher in of the true kingdom of god.”

 

What did Dewey’s disciples replace reading, comprehension, numeracy and other essential academic skills with? Perverse, explicit pro-homosexual, pro-abortion sex “education”, values clarification, death education, political propaganda, twisting of history, evolutionary biology and many other indoctrination classes.

 

Look-Say Method Dumbs Children Down
Traditional schools taught the phonics or phonetic method of teaching reading. That is, children were first taught the alphabet, then the sounds the letters stand for, and in a short time they became independent readers. The new method – the look-say or whole word method, taught children to read as if it were Chinese or Egyptian hieroglyphics. The new method had been invented in the 1830s by Rev Thomas Gallauder, the famous teacher of the deaf and dumb. They were taught to read by a purely sight method consisting of pictures juxtaposed with whole words. The progressives realised that an authoritative book would be necessary to give the new method the seal of approval of the new psychology. Cattell enlisted one of Hall’s students – Edmund Burke Huey, to write a book arguing that the look-say method was the superior way to teach reading. The book, The Psychology and Pedagogy of Reading, was published in 1908. What is astounding is that by 1908, Cattell and his colleagues were well aware that the look-say method produced inaccurate readers. In fact, Huey argued in favour of inaccuracy as a virtue! The book was immediately adopted by these “progressives” as the authoritative work on the subject. Today the look-say method permeates the American education system so thoroughly and in so many guises, and is so widely and uncritically accepted, that it takes expert knowledge by a teacher or parent to know the good from the bad, the useful from the harmful.

 

An essential step to revolutionising education was for the New World Order engineers to hijack the teachers’ training colleges. As Flesch described in Why Johnny Can’t Read (1955): “Every grade school teacher has to go to a teachers’ college; every teachers’ college gives at least one course on how to teach reading; every course on reading is based on a textbook; every one of those textbooks is written by the high priests of the look-say method.”

 

William Scott Gray developed the Dick and Jane reading programme utilising the Look-Say or Whole Word Method which, in the 1930s, became the standard method of teaching reading in American schools.

 

Causing Dyslexia
EW Dolch was a professor of education in the early 1920s, who composed a list of the most frequently used words in English. It was thought that if children could learn several hundreds of these words by sight, before they even knew the alphabet or the letter sounds, they would have a jumping head start in learning to read. But what Dolch didn’t realise, is that once the child began automatically to look at English printed words as whole configurations, the child would develop a holistic reflex or ingrained habit that would then become a block against seeing our alphabetical words in their phonetic structure. And that block would cause the symptoms of what is known as dyslexia.

 

In grade one, the child is taught to memorise several hundred words by sight. He develops a holistic reflex habit for reading in this manner. Then in grades two and three some phonics is introduced. But now the reflex for seeing whole words is so ingrained, that it cannot be unlearned. Even worse, the introduction of phonics now causes confusion in the brain which causes some children to develop dyslexia.

 

A staggering 5 to 15 percent of Americans have dyslexia which, Blumenfeld argues, is also part of the New World Order Agenda. The social engineers who introduced these methods deliberately experimented on animals to find out what would cause neuroses. They knew that if similar circumstances were introduced with humans, where an ingrained reflex was suddenly challenged, it would also create some sort of brain neurosis and that it would contribute to the dumbing down of children everywhere.

 

“See to it that no-one takes you captive through hollow and deceptive philosophy which depends on human tradition and the basic principles of this world rather than on Christ” Colossians 2:8

 

See also:

War Against Fathers

Education or Indoctrination?

Education in South Africa is a Battleground
Universities: Hijacking our Youth?
Change the Campus – Change the World
Why We All Need a Biblical Worldview
South Africa’s Education Crisis and the Biblical Solution
How Marxists Subvert Churches and Society

Agenda 1 and Agenda 2 films

Biblical Principles for Africa book (also available in Afrikaans)

Reforming Our Families book

Taryn Lourens

Africa Christian Action
PO Box 23632
Claremont 7735

Cape Town South Africa
Tel: 021-689 4480 
E-mail:
This email address is being protected from spambots. You need JavaScript enabled to view it.
Web:
www.christianaction.org.za

www.WilliamCareyBI.com

 

Part 2

The Deliberate Destruction of Education in South Africa

 

80 Percent of SA Government Schools are Dysfunctional
In 2013, Basic Education Minister Angie Motshekga, told a Parliamentary media briefing that “[t]he diagnostic test of the [National Development Plan] said 80% of schools [are] dysfunctional”.

 

This statistic is confirmed by results from international, standardised tests which show that between 75% and 80% of South African schools are not able to impart the necessary skills to students. (Education researcher Nicholas Spaull has analysed the South African data from the most comprehensive measurement of educational performance across a number of African countries, the Southern and Eastern African Consortium for Monitoring Educational Quality (SACMEQ).)

 

Living in Denial
To cover up their failure, the Department of Basic Education no longer classifies schools according to whether they are functional or dysfunctional. Basic education spokesman Elijah Mhlanga told Africa Check: “We don’t do this kind of categorisation because we believe it is destructive and demoralising to schools,” he said. Moreover, some members of the Department are in self-denial. “We do not believe that [80 percent] statistic,” Mhlanga told Africa Check.

 

Tragic State of the Nation
If it were not so tragic, most would laugh at President Ramaphosa’s goals for education in South Africa for the next decade. In his 2019 State of the Nation speech,Ramaphosa stated: “If we are to ensure that within the next decade, every 10-year-old will be able to read for meaning, we will need to mobilise the entire nation behind a massive reading campaign.”

 

Cannot Read Properly

In South Africa about 80 percent of children cannot read properly after four years of full time schooling. 78 percent of South African Grade 4s cannot read for meaning in any language in 2016 (according to Progress in International Reading Literacy Study - PIRLS 2016). A pupil is considered functionally illiterate if they cannot read a short and simple text and extract meaning. These statistics are from a reliable internationally set assessment that 50 countries participate in. Interestingly, in the UK, the percentage of children that cannot read is a mere three percent. In the US it is four percent, in Chile 13 percent, in Iran it is 35 percent (note Iran has the same GDP per capita as South Africa).

 

According to Spaull’s research, only 4.1% of grade 6 pupils in South Africa’s wealthiest 25% of schools can be classified as functionally illiterate. In comparison, the percentage of pupils that are functionally illiterate ranges from 25.6% to 43.3% in the remaining 75% of schools. A pupil is considered functionally illiterate if they cannot read a short and simple text and extract meaning.

 

Cannot Count Properly
With regards to numeracy, only 8.4% of grade 6 pupils in South Africa’s wealthiest 25% of schools are considered functionally innumerate. A pupil is considered functionally innumerate if they can’t translate graphical information into fractions or interpret common everyday units of measurement. In comparison, the percentage of pupils that are functionally innumerate ranges from 44.8% to 56.9% in the remaining 75% of schools.

 

Children Do Not Understand What They Are Reading
Compounding the dumbing-down effect of the dysfunctionality of schools, is the fact that very few schools are teaching reading comprehension skills. Another article,
South Africa Has a Reading Crisis and What Can be Done About It, describes a typical scenario where a learner reads aloud and the teacher frequently stops to correct her pupils’ pronunciation. Sometimes the children read aloud in groups. At other times, she calls a child to come to the front and read aloud. Not once does she ask a question about what the story means. Nor do the children discuss or write about what they have read.

 

This is the typical approach to how reading is taught in most South African primary schools. Reading is largely understood as an oral performance. In their research, Sandra Land and Peter Rule describe this as “oratorical reading”. The emphasis is on reading aloud, fluency, accuracy and correct pronunciation. There is very little emphasis on reading comprehension and actually making sense of the written word. If you were to stop the children and ask them what the story is about, many would look at you blankly.

 

But is it Deliberate?

It is tempting to think that the dismal failure of government schools in South Africa is mostly the result of incompetence on behalf of the Department of Education. Many people erroneously still blame the legacy of apartheid. However, after studying the agenda of the New World Order to hijack education in America (see Part 1 of this article), one begins to discern that the dysfunctionality, chaos and incompetence is actually part of their plan to keep the masses from receiving true education that promotes independent thinking.

 

Constructive Chaos

Lenin coined the term “constructive chaos” to describe a godless lawlessness that could be used to the Marxist manipulators’ advantage. The evidence from America is clear that the New World Order engineers have deliberately used the public schools to dumb down Americans. However, in South Africa, Marxists have not needed to use the whole-word method to dumb children down. All they have needed to do is keep them disadvantaged by not educating them and therefore perpetuating the cycle of dysfunctionality. Rather, what has been key, for those who do learn to read and write, is to indoctrinate them with enough atheistic and political propaganda to enslave them as “useful idiots” for the New World Order. Dr Peter Hammond and others have dealt with this in depth. South African socialist engineers have not been as outspoken in revealing their agenda as they have in America, however it appears that the utter failure of schools to educate children in post-apartheid South Africa can be attributed to a deliberate agenda that has so far successfully controlled the minds of most voters to re-elect incompetent candidates deeply implicated in corruption.

 

How Have Children Been Dumbed-Down in South Africa?

 

Enslaved from the Start

The majority of children in South Africa are hampered from the start. A major factor that is generally left out of secular literature on this subject, is the role of animism (Ancestralism and witchcraft) in perpetuating the cycle of poverty. The Bible is clear that in our unregenerate state we are enslaved to our sinful nature. “For we know that our old self was crucified with him so that the body ruled by sin might be done away with,that we should no longer be slaves to sin…” Romans 6:6. Compounding this enslavement, is the extent to which a tribe, family and individual gives themselves over to the sin of witchcraft (and, of course, all other sin). This will determine the extent to which a person’s mind will be in bondage to demons. A mind enslaved to the demonic, will not be capable of learning to think. "You shall know the truth and the truth shall set you free." John 8:32

 

Education From Birth

Most secular literature has rightly emphasized the essential role of Early Childhood Development in facilitating children being able to learn how to read, write and numerate.  Early Childhood Development (ECD) includes the development of a child’s gross motor and fine motor skills and vocabulary. In their comprehensive report (2016), Getting Reading Right, Spaull, van der Berg, Wills, Gustafsson and Kotzé, highlight an insufficient policy focus on early childhood development and primary schooling as one of the key causes of children failing to learn how to read. “Over the past decade, the introduction of a compulsory Grade R year has been the strongest policy lever used to promote early learning. Enrolment in pre-school has steadily increased, with 64% of four year olds and 81% of five year olds attending educational institutions in 2013 (Kotzé 2015). However, education quality is highly variable. A quarter of ECD facilities lack necessary basic infrastructure such as water, electricity and ablutions, particularly in poorer provinces. ECD practitioners are poorly qualified. Only 10% have a tertiary qualification, just a quarter have some training in ECD and more than 70% of ECD practitioners and assistant practitioners have no qualification whatsoever.”

 

Parent Involvement

Very few parents read with and to their children. Spaull et al explain how a child’s home background and lack of parent interaction significantly impacts a child’s likelihood of learning how to read: “Home support is strongly influenced by parents’ education and their involvement with a child – a factor that cannot be assumed as present in a country with extremely high levels of orphanhood. Family structure is a very strong determinant of educational outcomes such as enrolment rates, number of grades completed and student achievement (Anderson, Case and Lam, 2001). Reading development in particular is strongly dependent on whether someone in the home can help a child with their reading and support them with comprehension.

 

Mother Tongue Education
Being taught to read in English and not their Mother Tongue also puts the child at a great disadvantage. In Getting Reading Right Spaull et al highlights: “Receiving mother tongue instruction in the Foundation Phase significantlyimproves the acquisition of English language skills later on.” Spaull et al state as their top policy recommendation emerging from their research: “The single most important goal for the first half of primary school should be the solid acquisition of reading skills such that every child can read fluently and with comprehension in their home language by the end of Grade 3. An important secondary goal is that every child should also be able to read First Additional Language texts in English fluently and with comprehension by the end of Grade 3.”

 

Lack of Teacher Training
In Education: Biggest Failure of the ANC Government the Past 25 Years(26 June 2019),Jeanette de Klerk-Luttig noted:The majority of teachers in our country do not possess the necessary subject knowledge of the subjects that they teach. As an example of this 79% of grade 6 maths teachers did not achieved 60% in a grade 6/7 maths test.”

 

Through discussions with literacy and reading experts at South African universities, it became clear to the authors of the Getting Read Right report that most Foundation Phase teachers do not know how children learn to read and even prospective teachers do not spend much time on this at university.

 

“The Closing of Teacher Training Colleges Was a Tragic Mistake”

Strangely enough, one of the main proposals in the Getting Reading Right article, is that a course be developed for Foundation Phase teachers to learn how to teach children how to read! One would have thought that that was elementary training for primary school teachers and something that was given the highest priority and focus during university teacher training! This was surely a key focus of teacher training colleges in apartheid South Africa! Spaull et al has also strongly noted: It is long overdue that the government acknowledges that the closure of teacher colleges was a tragic mistake.”This obvious glaring hole in teaching training can surely be attributed to the hijacking of universities by New World Order social engineers.

 

Few Teachers and Very Little Teaching
Whilst most teachers do not have adequate training, many schools are without sufficient teachers.The head of the Eastern Cape Department of Education in 2013 revealed in a “candid affidavit”filed in response to a legal case that the utter failure of his department prohibited thousands of vacant posts for teachers being filled. According to the affidavit, made by head of department, Mthunywa Ngonzo, his department is an utter failure, with no decision-making capability, poor leadership and no financial controls.The fact that despite all of the above challenges, some children do in fact learn how to read, is evidence that there are some dedicated teachers.

 

A number of South African studies have frequently found that less than half of the official curriculum is being covered in the year and fewer than half of the officially scheduled lessons are actually taught (Spaull et al, Getting Reading Right).

 

COSATU Capture of SADTU Teachers’ Union

The article Education: Biggest Failure of ANC Government also exposes how the COSATU affiliated teacher’s union South African Democratic Teachers Union (SADTU or Afrikaans SADOU) is in control of six of the nine education departments. All the deputy director generals in the Department of Basic Education are members of SADTU. The task team of the minister under the leadership of John Volmink (2016) concluded in its report that schools throughout South Africa are in reality controlled by this highly politicized teachers’ union. The report exposes tenormous corruption and nepotism and found that the union, amongst others, sold teaching and headmaster positions for cash and livestock. In the North West as an example, 85% of senior positions were filled by cadres of SADTU as reward for their loyalty to the union, regardless of their skill levels or qualifications. The union often calls for strikes resulting in the halt of teaching at schools that least can afford such interruptions. The methods that SADTU uses to get rid of unwanted persons are marches, demonstrations, strikes, media campaigns, character assassination, threats and serious intimidation.  

 

Other Factors that Make Schools Dysfunctional
Despite pious platitudes from politicians, Departments of Education have done very little to respond to any of the above challenges.Other factors that have contributed to the dysfunctionality of schools in SA include: the high learner-teacher ratio, extreme burden of unnecessary paper-work on teachers, crime, corruption, violence and bankruptcy of some provinces resulting in teachers not being paid and textbooks not being delivered. The only good thing to come out of this utter failure of government schools, is that it has led many parents to home educate their children.

 

The Home Education Movement Scares New World Order Leaders
The incredible backlash we have seen against home schooling in South Africa is no doubt due to the fact the New World Order elite are worried. With over 100 000 children being home schooled in South Africa, the home education movement is growing at a rate of about ten percent per annum. The immense growth of home schooling in America and South Africa has pushed back against their agenda. The outrageous Basic Education Laws Amendment Bill (BELA Bill) is potentially the most dangerous threat to parental authority and responsibility for educating their children ever devised in our country. Home education parents who do not register their children could face prosecution. All education service providers would need to be accredited by a state agency such as SAQA and Umalusi. The proposed BELA Bill would require parents to pay for state assessors to evaluate your child, every year, at your own cost, even though our taxes are being used for an expensive and ineffective education system that we are not benefitting from.

 

Criminalising Home Educating Parents
SA president Cyril Ramaphosa, stated on 1 November 2018 that
he wishes to propose a law that will criminalise parents who fail to send their children to school. The SA Schools Act (Chapter 2, 3 (6a, b)) states that parents who, without just cause fail to send their children to school will be guilty of an offence and liable to imprisonment of 6 months. The BELA Bill proposes that the prison term be extended to 6 years!

 

Start Home Educating Today
Without even understanding the New World Order agenda, parents who home educate are fighting back simply by not placing their child in an institution where they can be indoctrinated. Home education and small independent community schools are viable options even in poorer areas. Over the last 28 years, home education has proven itself as an effective means of educating children. With access to libraries, educational websites such as: www.ReformationSA.org, Henry Morton Stanley School of Christian Journalism, Livingstone Fellowship, Christian Liberty Books and other great curriculum providers, and Biblical Worldview Summits, children can be equipped for the future in a safe and stimulating environment. Excellent, free home education resources exist, and a parent does not need a teacher’s qualification to facilitate the education of his/her child. Never underestimate the power of a dedicated parent. Parents sharing resources (such as time, knowledge and skills) will enrich their children’s lives and offer them opportunities for learning far beyond what a school can give. If, after reading this, you want to investigate home education, please read our other articles on home education and contact Christian Liberty Books for a wide range of international home education resources.

 “Stand fast therefore in the liberty by which Christ has made us free and do not be entangled again with a yoke of bondage.” Galatians 5:1

See also:

War Against Fathers

Education or Indoctrination?

Education in South Africa is a Battleground
Universities: Hijacking our Youth?
Change the Campus – Change the World
Why We All Need a Biblical Worldview
South Africa’s Education Crisis and the Biblical Solution
How Marxists Subvert Churches and Society

Agenda 1 and Agenda 2 films

Biblical Principles for Africa book (also available in Afrikaans)

Reforming Our Families book

Taryn Lourens

Africa Christian Action
PO Box 23632
Claremont 7735

Cape Town South Africa
Tel: 021-689 4480 
E-mail:
This email address is being protected from spambots. You need JavaScript enabled to view it.
Web:
www.christianaction.org.za

www.WilliamCareyBI.com

Christian Action P.O.Box 23632 Claremont 7735 Cape Town South Africa info@christianaction.org.za - 021-689-4481 - www.christianaction.org.za
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