Nuggets from Occult Invasion—Educating for Global Citizenship |

Dave Hunt

A major goal of America 2000 and Goals 2000 is to establish educational and testing standards throughout the country, placing control of all education under the Federal government through the establishment of “Outcome Based Education” (OBE). OBE has little to do with what parents expect of education and much to do with indoctrinating children into “politically correct reactions” to situational ethics. As The Iowa Report puts it, OBE and Mastery Learning (ML) are designed for “manipulating students through behavior modification, based on B. F. Skinner’s methods…open[ing] the door to destroying their traditional and religious values…. In such a [OBE/ML] program traditional Christian values are not acceptable….”

This national program is already set up to monitor “outcomes”—that is, to determine whether the student’s behavior measures up to the expected transformation. The National Assessment of Education Progress (NAEP) evaluates programs in state schools. If the “outcomes” don’t meet standards, material is distributed to the schools by the National Diffusion Network (NDN) to “remediate” the deficiencies.

The program is international. Jean-Francois Revel refers to the same process taking place in France. We are seeing the culmination of well-laid plans going back many years, involving even the Soviet Union. In 1934 the Carnegie Corporation funded a study on education which made reference to “Western civilization merging into a world order…a new age of collectivism [socialism] is emerging.” In 1958 President Eisenhower signed the first United States-Soviet agreement involving education. The transformation in education accelerated with the historic General Agreement signed by President Ronald Reagan and Mikhail Gorbachev in Geneva, Switzerland, in November 1985.

The Agreement “traded US technology for USSR psycho-social strategies used to indoctrinate children, modify behavior, and monitor the people to ensure compliance.” It called for “joint studies on textbooks” which would result in a joint curriculum “for all grades of primary and secondary education, as well as college and university studies.” Malachi Martin warned:

“One day soon, one assumes, schoolchildren in Gorbachev’s birthplace of Privolnoye and schoolchildren in Reagan’s birthplace of Tampico, Illinois, will all learn the same materials.”

The many organizations working together to unify world education, and the progress they have achieved down to the local level across America, is a story outside the scope of this book. Our concern is the occult and anti-Christian spirituality and accompanying immorality influencing youth. The occult invasion of the public schools, which necessarily must destroy Christianity, did not happen overnight. In 1972 Harvard University Professor of Education and Psychiatry Chester M. Pierce stated 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…. It’s up to you, teachers, to make all of these sick children well—by creating the international children of the future.”