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the new world order roots of educational failure
The New World Order Roots of Educational Failure

Number One of the elements in society that most have to be changed in order to bring about the New World Order is \' Education - how the population of the future will behave.\'

It is no wonder that members of the Skull and Bones Society founded at Yale University in 1833 call themselves The Order, for indeed this brotherhood is the central hydra-head of the many headed organizations now responsible for bringing the final aspects of the New World Order\'s Great Plan to fruition.

The other elements in society that most have to be changed in order to bring about this New World Order are:

2. Money - the means of holding wealth and exchanging goods,
3. Law - the authority to enforce the will of the state, a world law and a world court is needed for a world state,
4. Politics - the direction of the State,
5. Economy - the creation of the wealth,
6. History - what people believe happened in the past,
7. Psychology - the means of controlling how people think,
8. Philanthropy - so that people think well of the controllers,
9. Medicine - the power over health, life and death (witness the government involvement now in not only the right to life but also now over the right to die),
10. Religion - people\'s spiritual beliefs, the spur to action for many (the reason so few act because they have no real beliefs or believe in something unreal)
11. Media - what people know and learn about current events,
12. Continuity - the power to appoint who follows in your footsteps.

The five occupations which account for more than three quarters of the membership of the Order are

Law 18 percent
Education 16 percent
Business 16 percent
Finance 15 percent
Industry 12 percent

These are the key fields for control of society. Government and politics account for only about 3 percent at any one time, however, this is misleading, as any member in the above five fields can find himself temporarily in and out of government through the `revolving door\" phenomenon. Notable the areas of society least represented are those with the least ability to influence the structural direction of society.

Constant involvement and supervision of these areas is not always necessary. The Order has found that they only need to be the ones to set up the system, put their people in place, and then oversee from afar what goes on. Human beings are conditioned animals, once the conditioning process is set up they will then continue on their own and even be the self-same ones to pass this conditioning along to their own future generations. The initial objective has therefore always been to be the ones to establish the direction in an organization. Selection of managers, intuitive or amoral enough to catch on to the direction, keep the momentum going. This is nowhere more true than in the U.S. educational system (of which I can speak firsthand).

The Order Controls Education: Daniel Coit Gilman (Order member), President of Johns Hopkins University, imported the psychological conditioning methods of Wundt from Germany, welded these methods into educational laboratories, and then brought these educational laboratories into major Universities generating hundreds of PhDs to teach the new educational conditioning system. One of the first of these Johns Hopkins doctorates was John Dewey (see attachment on the influence of John Dewey on the educational process) In education his influence has been a leading factor in the abandonment of more disciplined methods of learning (the way the mind really learns by rote) and in the growing emphasis upon learning through experimentation and practice. The result was, as Sutton puts it, the educational morass of the 80\'s where most kids- not all- can\'t spell, read or write, yet can be programmed into mass behaviour channels.

The Group (the English equivalent of The Order) was also founded at a university - Oxford University, and especially All Souls College at Oxford. It operates in a series of concentric circles (the power spreading outward from a central core, a theme with all Atlantian-based forms as is the case with the Atlantean temple technology model spoken of in my books as a theme throughout history). The inner core is a secret society within a secret society. This is the inner decision-making core.

The Groups objective is recorded in Cecil Rhodes will. It was : \"the extension of British rule throughout the world, the perfecting of a system of emigration from the United Kingdom and of colonization by British subjects of all lands wherein the means of livelihood are attainable by energy, labour and enterprise . . .and the ultimate recovery of the United States as an integral part of the British empire.\" I believe this to be where David Icke gets his idea of Britain being the center of the New World Order whereas my information has always been that Germany remained as the central command of the many different hydra-headed organizations). According to Antony Sutton\'s research, just as with The Order in the United States, The Group has controlled British policy for more than a hundred years, and still does.

According to Sutton, The Group links to the Jewish equivalent through the Rothschilds in Britain (Lord Rothschild was an original member of Rhodes `inner circle\') while The Order in the U.S. links to the Guggenheim, Schiff and Warburg families. Only token Jews (and token blacks) have been admitted to either organization in recent years.

Sutton thinks it is unlikely that Chapter 322 (Skull and Bones) is the only chapter in the U.S. He suspects, but cannot yet prove, at least one other and probably more.

John Dewey: 1859-1952, American philosopher and educator, b. Burlington, Vt., grad. Univ. of Vermont, 1879, Ph.D. Johns Hopkins, 1884. He taught at the universities of Minnesota (1888?89), Michigan (1884?88, 1889?94), and Chicago (1894-1904) and at Columbia from 1904 until his retirement in 1930. His foreign consultancies included two stints at the Univ. of Beijing and a report on the reorganization of the schools of Turkey.

Dewey\'s original philosophy, called instrumentalism, bears a relationship to the utilitarian and pragmatic schools of thought. Instrumentalism holds that the various modes and forms of human activity are instruments developed by human beings to solve multiple individual and social problems. Since the problems are constantly changing, the instruments for dealing with them must also change. Truth, evolutionary in nature, partakes of no transcendental or eternal reality and is based on experience that can be tested and shared by all who investigate. Dewey conceived of democracy as a primary ethical value, and he did much to formulate working principles for a democratic and industrial society. In education his influence has been a leading factor in the abandonment of authoritarian methods and in the growing emphasis upon learning through experimentation and practice. In revolt against abstract learning, Dewey considered education as a tool that would enable the citizen to integrate culture and vocation effectively and usefully. Dewey actively participated in movements to forward social welfare and woman\'s suffrage, protect academic freedom, and effect political reform.

Among his writings, which are concerned with almost all philosophical fields EXCEPT metaphysics, are Psychology (1887), The School and Society (1899; rev. ed. 1915), Ethics (with James H. Tufts, 1908), Democracy and Education (1916), Reconstruction in Philosophy (1920), Human Nature and Conduct (1922), Experience and Nature (1925), The Public and Its Problems (1927), The Quest for Certainty (1929), Philosophy and Civilization (1932), A Common Faith (1934), Art as Experience (1934), Liberalism and Social Action (1935), Experience and Education (1938), Logic: The Theory of Inquiry (1938), Freedom and Culture (1939), and Problems of Men (1946).