MODERN EDUCATION: THE ULTIMATE DESTRUCTION OF HUMAN INDIVIDUALISM
By Ann Herzer, M.A.
Unless the objectives of modern education change, they may be concisely and accurately described as the ultimate destruction of the human individual as a person; the eradication of all the traditions, ideals, and moral concepts learned from home and church; the destruction of the family as a constructive unit in society; and a complete transformation of the individual from a self-reliant-independent, and one with individual initiative, to just another number in the master record book.
The individual will have been bred, reared, and taught by every deceitful device possible to deny and reject responsibility for himself, and to transfer that responsibility to the group, that is, the State. This is the state of modern education under the deceitful, Utopian, One-World plan known by several names, but today titled "Common-Core.”
Voodooism, witchcraft and sorcery have been elevated to a high pedestal in education under the guise of scientific teaching, theories and methods. Modern witchcraft would be a better term to define the new teaching models and theories that plan to make workers of all but a chosen few.
The guardians of the state will be selected at birth and carefully reared for their particular tasks of governing while the other classes, the auxiliaries and the workmen, who receive no special attention, will be expected to be happy with their lot as underdogs.
The planners of the inner-circle and high command see themselves as unusual and gifted individuals who will, of course, be the planners and shapers of the future brave new world. They will be the natural directors of their creatures-the robots.
Throughout recorded history, power in the form of tyranny, either as represented by the absolute monarch, the mob, or the collectivist, has held sway in human affairs, but it has only recently attained the maturity and prestige of an exact and controlling science--the science of shaping and controlling human behavior.
The exact and controlling science of classical and operant conditioning have been applied to all areas of our society. Mankind is being manipulated and shaped according to some predetermined dream of a few radical Utopians.
Exactly as behaviorism was used in totalitarian nations to shape, mold and program the youth, so are the youth in the United States of America being targeted today. Schools have become the major vehicle for the transformation. The people-shapers have taken over all aspects of education. Most modern teacher education training, discipline, and curriculum are based on the theories of the radical behavioral psychologist. This method is in ALL schools public, charter, religious, private and homeschools using one program or another. No Child (will) Be Left Behind!
The teachers and parents who dare to disagree with this well planned, one world utopia, are held in contempt and their wishes and rights guaranteed under the United States Constitution are ignored and ridiculed by the self-anointed intelligentsia. Labeling and name-calling to discredit the intellect who dares to question any aspect of modern education has become the norm.
Many education programs and assessments are structured in such a way they make children psychically and psychologically ill. When parents and teachers try to point out the problems in the programs, they are advised to seek counseling or told the problem rests only with them or their child. Another underhanded tactic is to tell a parent or good teacher that no one else has complained: "you are the only one.” This is, of course, the sophistical method of intimidating the individual into silence.
Teachers who dare to object are accused of being negative, non-cooperative, not innovative, and eventually fired or driven out of the programmed system.
The teacher evaluations being used to shape and control both teacher and child are only part of the master plan to weed resisters out of the planned system. Instruments are now carefully designed to measure attitude and value change of parents, teachers, children and the community. The massive data mining technology has been in place for years for this purpose.
Schools are to share all data "assessments" with outside vendors especially employers who reap the benefits of a well trained workforce at the expense of individualism and freedom.
The modern designers of the system can be grouped into four organizational models, all overlapping and all consuming: (a) information-processing (b) social-interaction, (c) person-orientation, and (d) behavior modification.
Under information processing, social and moral development are said to be the objectives. The new buzz word for the old character education programs is "character lab.” These programs are supposed to foster curiosity, gratitude, grit, optimism, self-control (interpersonal), self-control-(school-work), social intelligence and last, but not least, zest. A self-evaluation usually accompanies these programs for both teacher and child to evaluate any change in the above areas. Children and teacher are expected to assume the role of professional psychologists. Is this moral or legal?
National training laboratories funded by the federal government, and tax free foundations are developing curriculum under the guise of cognitive and affective domain skills. Interpersonal and group skills are supposed to teach personal awareness and flexibility.
Under person-orientation we find self-understanding, self-discovery and self-concept, while improving social functioning is emphasized.
Last but not least are the behavioral psychologist who propose to accomplish educational goals, develop and change behavior, and maintain the behavior change for personal and social functioning. Many tax-free foundations, and for-profit groups also design the programs based on the behavioral theory.
Philip J Hilts, writing in "Behavior Mod" years ago, said: "A New generation of young psychologists are convincing powerful governmental and corporate organizations that humans can be controlled, and coerced into almost any pattern of behavior if given the right stimuli and reinforcement. These are the followers of B. F. Skinner, the celebrated (some believe notorious) promulgator of the theory of behaviorism, a theory which denies the existence of free will and maintains that all behavior is programmed from the environment into the human machine. Torture or treatment? It's not always clear when behavior mod is used, it is a method of both hope and horror."
In education, behavior modification has become a method of horror. Children and teachers are programmed to respond like Skinner's rat, pigeon and dog. Teachers are evaluated on how well they manage the scripted lessons, and how well the scripted responses occur from the captive audience of innocent children. This is the new "accountability" measurement for most teachers now.
The dehumanizing method of behavioral psychology used without knowledge or consent, strips one of individualism, human feeling and dignity, to say nothing of free will. Very quickly intrinsic learning for the sake of learning is conditioned out of the individual. When this happens, a society loses its ability to discern. The ability to discern between good and evil; truth and fiction leads to totalitarianism, anarchy and eventually the decline of a nation.
Ann Herzer, wrote this article in the 1980's and has changed very little because the facts remain the same. Ann graduated from Arizona State University, Tempe, Arizona, with a B. A. in Secondary Education with a History Major and Reading Minor. She acquired an Elementary Certificate with a Reading Specialist Endorsement, then a M. A. in Reading Education. Ann graduated with honors and distinction in all areas. During her teaching career she taught all grade levels, K-College, all ability level children including handicapped, gifted, and ESL.
She was a candidate for Arizona State Superintendent of Public Instruction in 1982 and 1986. She ran for this office for the purpose of exposing the experimentation being use on children and teachers. She was one of six who helped write the regulation for the six year overdue regulations to FERPA. She was the SW organizer for this purpose. She testified for strong regulations against experimental, non-informed programs, and pushed for an investigation in Congress and at the state level. Much to her disappointment FERPA was almost worthless as she wrote to Congress and many others. The developer of the program Ann was exposed to and the USDOE stated willful lies about the Skinner theory in the program. They denied the method, denied that children were timed with stop watches, and buried evidence pertaining to not only this program but others. These behavior modification programs were promoted under Mastery Learning; OBE; Programmed Learning; Performance and Competency Based Education; intensified scientific Reading, and they continue today. Only the names have changed to fool the public.
At the request of citizens, Ann went to several states regarding "educational restructuring". She presented seminars at ASU, at the SW Conference for the International Reading Association and various others across the nation. She was the Southwest Coordinator for the National Citizens Alliance. This alliance was formed for the purpose of exposing the Soviet/USSR/Carnegie Agreements in specifically education. The Carnegie Corporation Foundation of New York was given permission to develop computer software and curriculum to be used in the schools throughout the USA. The School-to-Work Act passed by Congress is very similar to the Soviet polytechnic system.
© 2019 Ann Herzer – All Rights ReservedAnn has eight proven Revolutionary War Patriots and one served at Valley Forge. She is an honorary Kentucky Colonel; A Descendant of George Washington Army of Valley Forge; A member of the Daughters of the Union and other historical organizations. She continues to do not only educational research, but researches other area as well. While teaching, she belonged to two honorary societies in education, and several educational organizations. She calls herself "only a Patriot as my forefathers were.”
Ann Herzer, M. A. Independent Researcher, Graduate in History/Reading/Education from Arizona State University, Tempe, AZ. Former Candidate for State Superintendent of Public Instruction 1982 and 1986. For years Ann was an active member of the Republican Party in Arizona. She worked for, and supported Senator Barry M. Goldwater for President in 1964. Ann does not, and has never belonged to any neo-conservative splinter group of the Council for National Policy. She believes "secret" groups are destructive to our Constitutional Republic. She is equally as concerned about the "far-left" groups like the CFR who help establish policy in our government at all levels, exactly as ALEC the "far-right" now does. She believes after thirty-five years of research that these two groups have the same agenda.