FROM THE LITTLETON CRISIS TO GOVERNMENT CONTROL:
How Clinton fueled the crisis he now promises to "solve"
by Berit Kjos
"We must
help parents to pass on their values to their children,"
announced President Clinton in a Rose Garden message on April
30, 1999. "We must help parents fulfill their most important
responsibilities."
Some parents may like to hear that the president will "help"
us do our job. Others shudder. They don't want Clinton's army
of social engineers to tamper with their family's values. They
don't trust his attempts to "fix" the social conditions
that led to the Littleton shooting. And they fear that Clinton
would use this crisis, as he has every other crisis, to persuade
the masses to accept more government control.
A glimpse back into the seventies and eighties shows how Clinton
helped create the conditions that weakened the role of parents.
For example, his touchy-feely "Governor's School" --
an annual summer school for selected Arkansas high school students
-- modeled many of the same psycho-social strategies for changing
values that were used in Littleton. Founded in 1979, it infused
its lessons with values-clarification, socialist economics, radical
environmentalism, and shocking suggestions designed to "free"
students from parental authority and traditional values.
Author Ellen Gilchrist, a guest speaker at the school, summarized
this particular objective well. "Students do me a favor,"
she told the selected crowd of Arkansas youths. "Totally
ignore your parents. Listen to them, but then forget them. Because
you need to start using your own stuff, your real stuff that
you have." 1
In his April 30 speech, Clinton also touted the "mental
health" system being implemented in America under the guidance
of the World Health Organization (See The UN Plan for Your Mental Health): 2
"Because many parents need help in recognizing the signs
of illness in their children, we're working to expand access
to mental health care for children of all ages. Next month, Mrs.
Gore will host the first White House Conference on Mental Health.
We are also working to expand counseling, mentoring and mental
health services in our schools."
In the context of public health management and surveillance,3 mental health deals primarily with politically
correct thinking, not mental illness. According to a government
definition, "Mental health refers to how a person thinks,
feels, and acts when faced with life's situations.
It is how people look at themselves, their lives, and the other
people in their livesand explore choices." 4
The old ways of thinking don't fit the new paradigm or worldview.
Global citizenship requires collective thinking, not individual
thinking. People must learn to see themselves as part of the
group, and their worth depends on service to the community. Solidarity
and consensus are in. Christianity, individual worth,
and national sovereignty are out.
| |
OLD PARADIGM |
NEW PARADIGM |
| Beliefs |
Based on Bible |
New Age, earth-centered
blend |
| View of self |
Individual |
Part of a greater whole |
| Values |
Based on Bible |
Human idealism based on
consensus |
It's up to our schools, media, Hollywood, and all the other
parts of UNESCO's "lifelong learning" program to conform
the masses to the new ideology -- and thus "promote. . .
the optimal development of the mental health of the population."
5 Professor Benjamin Bloom, called the
Father of OBE, summarized their mission well: "The purpose
of education and the schools is to change the thoughts, feelings
and actions of students." 6
This process of change includes strategies that produce cognitive
dissonance or moral confusion. In Clinton's Governor's School,
the students were immersed into a seductive fantasy world that
made traditional values seem unreal. The consensus process forced
them to conform to a radical idealism that built hatred, not
tolerance, for contrary opinions. So, by the time they left the
school, an imagined utopia seemed more real than the actual world.
As in Soviet brainwashing, they had been weaned from truth, facts,
logic and reality. Their conscience had been twisted, their emotions
destabilized, and their minds prepared to be manipulated. Would
this be considered mental health by our global managers?
The transition back to reality -- to home, family and normal
life was painful. For some it was devastating. "When
I came back home, I sort of wrote a suicide note to myself,"
confessed LeAndrew Crawford, a former student. "Not actually
wanting to kill myself, but wanting to kill the reality of what
society had been teaching me for so long. . . . I was totally
down, because my family just didn't feel like my family. . .
. I didn't want to be back."
Brandon Hawk did commit suicide within a year after attending
"mysterious cult-like meetings" which continued even
after he left the Governor's School. Hearing about his death,
other concerned parents contacted Brandon's parents.
"They see the same thing in their kids that we saw in
Brandon," the father explained. . . . They just sort of
walk off and leave the family."
All the above quotes exposing Clinton's Governor's School
came from Jeoffrey Botkin's documentary video, The Guiding
Hand: The Clinton Influence on Arkansas Education. Through
interviews with former students, parents and staff members, he
unveiled the radical social philosophy behind "lifelong
learning" and Clinton's education reform.
"They're taking the best, the cream of the crop... the
leaders in our next generation," said former student Steve
Roberts, "and pushing into them the values that Governor
Clinton has that the leftist media has the values
that go totally against what this nation was founded on. This
is what I was exposed to. There wasn't any warning, there wasn't
any one that said, 'Okay, now you're going to have to take all
the values that you grew up with and put them on a shelf
and be exposed to this.' If my parents had known what was going
on there, they wouldn't have let me go."
So, what was going on? The most revealing evidence of planned
mental programming with an ominous resemblance to the Communist
"re-learning"7 comes from those
who participated. Consider their testimonies as recorded in The
Guiding Hand:
ISOLATE STUDENTS FROM FAMILIES AND THEIR VALUES:
"For the six weeks ... they are not allowed to go home
except for July the Fourth. They are discouraged from calling
home and talking on the phone. They can receive mail but they
are encouraged to have as little contact with the outside world
as possible. So it's a closed campus." (Shelvie Cole, psychologist
and concerned mother)
"I don't think a lot of people understand what is going
on... I felt that I needed not to talk about it. I don't know
why. Maybe because we were supposed to stay here and the fact
that we couldn't leave... I just felt like, hey, I'm not supposed
to talk about this. No one else... who had gone before would
talk to me about it." (Kelli Wood, former student)
DISCREDIT FORMER AUTHORITY FIGURES:
"Students do me a favor. Totally ignore your parents.
. . . . " (Guest speaker Ellen Gilchrist quoted by a student)
"[The instructors] tear down their authority figure system
and... help establish another one... the student himself. They
convince the students that 'You are the elite. The reason why
you're not going to be understood when you go home not
by your parents, your friends, your pastor or anybody is
because you have been treated to thought that they can't handle.'
...[This] intellectual and cultural elitism gives them the right...
to say, 'We know better than you.'" (Mark Lowery, former
director for Governor's School publicity)
REINFORCE NEW LIBERAL, ANTI-CHRISTIAN VALUES:
"We watched movies like Harvey Milk. We learned about
gay life those things that your parents say, 'This is wrong...
You shouldn't see this type of thing because, hey, that's just
not right...'" (LeAndrew Crawford, former student)
EMPHASIZE FEELING-CENTERED (affective, not cognitive or
rational) TEACHING:
"Rather than learning what 2 and 2 equals, they would
be asked what they feel about 2+2. Right now we have a
move going on in our Arkansas schools called restructuring, where
they are trying to get away from more objective, substantive
learning into this subjective area of feelings." (Mark Lowery)
"I guess, if I could express myself, I'd close my eyes
and just think, let things wander through, because that is just
the type of sensation you got in Bill's class." (LeAndrew
Crawford)
"You would think that there would be some academic challenges...
getting ready for college... The main textbook that I remember
from there is a book called Zen and the Art of Motorcycle
Maintenance and the book is totally. Hindu religion
defined." (Steve Roberts, former student)
PROMOTE AN ALL-INCLUSIVE PANTHEISTIC SPIRITUALITY:
"It was kind of like that Baha'i idea. How you have Islam,
Baha'i, Muslim, Christianity... They're all different kinds of
trees, but underneath, its root system grows together [and] is
the same god." (Steven Allen, student)
INSTILL THE TARGET BELIEFS A 'NEW' SOCIAL AND POLITICAL
AGENDA:
"They're bringing a political agenda in the guise of
academic excellence. . . . It was something that was well orchestrated,
well organized, it was mind-bending and manipulative. And the
faculty all knew that it was going on." (Steve Roberts)
"I think the whole intent of the Governor's School in
taking 350 - 400 students per summer, is to pick out the four,
five or six students that could be political leaders and
then to mold their minds in this more liberal and humanistic
thinking. . . The greatest influence of the Governor's School
is to promote the thought. . . that to be considered intellectual
by your peers. . . you have to be a liberal thinker... [This
is] not teaching . . . but indoctrination." (Mark Lowery,
former director)
"Prominent themes promoted by this school include radical
homosexuality, socialism, pacifism and a consistent hostility
toward Western civilization and culture, especially [America's]
Biblical foundations." (Jeoffrey Botkin)
INCLUDE DEATH EDUCATION:
[Voice of student heard while classroom video shows morbid
scenes]: "I saw bones, skeletons, dead bodies after dead
bodies after dead bodies."
BUILD ALLEGIANCE TO THE NEW COMMUNITY:
"A lot of places. . . even Christian camps, you get that
stress about 'What am I doing wrong?' . . .There it was like,
hey, I can talk to God! Me and God are one, the world is one...
Jump up and down, you know, just twirl around."
"They say relaxation, but there is a word past relaxation.
There's a word in between the feeling of relaxation and love
that we've missed. I don't know the word, but I came up with
my own. I called it AGaia [he spelled it Ayuguya] . . . . A
lot of my friends went around [saying], "Hey, Gaia,
Gaia, Gaia. . . You know peace, love happiness. . . Bringing
back the hippie age, I guess you would say." (LeAndrew Crawford)
GIVE AN ILLUSION OF FREEDOM WITHIN THE CLOSED COMMUNITY
ANYTHING GOES:
"You could dress just about any way you want. We had
almost naked people. It was real liberal. . . an awful lot of
cursing." (Mike Oonk, former student)
IMMERSE LEARNERS IN A FANTASY WORLD WHERE ALL SEEMS PERFECT:
"The students. . . say, 'This is the perfect place. I
never want to go home.' I caught myself saying that several times."
(Mike Oonk)
After Brandon Hawk's suicide and the subsequent fear and confusion,
concerned parents in Arkansas asked the same kinds of questions
raised after the eruption of evil in Littleton. Why did it happen?
Will it happen again? Could it happen to my child? What should
parents do?
Indoctrinating students with pagan beliefs, socialist values,
utopian dreams, and idealized love will lead to personal despair
and social chaos. But that result fits the battle plan of globalist
autocrats just fine. Notice in the chart below that America's
biblical boundaries set the stage for personal freedom. But today's
change agents demand social controls, and they needed social
chaos to justify their oppressive action. That means replacing
moral restraints with sensual freedom. Not only does it unravel
the old social order, it gives an illusion of new-found freedom.
"As political and economic freedom diminishes," wrote
Aldous Huxley in Brave New World, "sexual freedom
tends compensatingly to increase. And the dictator... will do
well to encourage that freedom. In conjunction with the freedom
to daydream under the influence of dope, movies and the radio,
it will help to reconcile his subjects to the servitude which
is their fate." 8
| |
OLD PARADIGM |
NEW PARADIGM |
| Morals |
Biblical Boundaries |
Sensual freedom |
| Rights |
Personal freedom |
Social controls |
| Economy |
Free enterprise |
Socialist/Collective |
| Government |
By the people |
By those who control the masses |
The Guiding Hand includes glimpses from a documentary
video promoting the Governor's School. In it, former Governor
Clinton shared his enthusiasm for his education model. "It
would be impossible for me to describe to you just how exciting
and unusual this educational adventure is," he said. Illustrating
death education, the same video shows a group of students lying
on the floor while a teacher asks, "Are you ready to divorce
yourselves from your bodies?"
Clinton pushed the same brainwashing strategies in Arkansas'
public schools. When he lost the governorship to Frank White,
his successor was shocked to discover the "garbage in the
curriculum." White tried to introduce conventional moral
values to the school, "but Clinton accused White of badgering
educators," says Jeoffrey Botkin, who produced The Guiding
Hand. "The school simply went underground with its controversial
philosophy until Clinton returned as governor. Since then, the
full curriculum at the Governor's School -- including illegal
psychological testing -- has been more carefully concealed from
parents and voters."
This same transformative process lies at the heart of Goals
2000, the massive education program signed into law by President
Clinton in 1994. But Clinton was no newcomer to an international
team of change-agents. In 1989, he led the national Governor's
Conference on Education. It's six goals for U.S. education matched
UNESCO's six education goals, which were introduced the following
year at the 1990 UN World Conference on Education for All.
Do you wonder how Clinton was linked to UNESCO? During the
eighties, he served on the Study Commission on Global Education
with globalist leaders such as --
1. Professor John Goodlad, who served on the governing board
of UNESCO's Institute for Education. 9
In 1970, he warned his fellow educators that "most youth
still hold the same values as their parents.... If we do not
alter this pattern, if we don't resocialize.... our society
may decay." 10
2. Ernest Boyer, President of the Carnegie Foundation for
the Advancement of Teaching, which had been funding global socialist
causes since the start of this century.
3. Frank Newman, president of the Education Commission of
the States, which serves as an unelected body of social engineers
who have been coordinating the writing of uniform education laws
and standards in states from coast to coast.
Together, they prepared a report titled The United States
Prepares for Its Future: Global Perspectives in Education.
In the Foreword to the Report, New Age networker Harlan Cleveland,
author of The Third Try at World Order, wrote:
"A dozen years ago... teaching and learning 'in global
perspective' was still exotic doctrine, threatening the orthodoxies
of those who still thought of American citizenship as an amalgam
of American history, American geography, American lifestyles
and American ideas. . . . It now seems almost conventional to
speak of American citizenship in the same breath with international
interdependence and the planetary environment." 11
"Conventional" to whom? And who were the obstacles
to progress in this report?
THE REAL REASONS FOR SOCIAL DECAY
God's Word alone can break through the human speculations
and answer the hard questions that followed the Littleton crisis.
Three key Scriptures show the decline of America.
First, in 1 John 5:19 we learn that "the whole world
is under the control of the evil one." Satan, who hates
God and His people, has been given power to influence and inspire
all who refuse to follow the Shepherd. Freed from parental authority
through government schools, few children can resist the peer
pressure and occult temptations that tear down their protective
walls of modesty and conscience. Small wonder youth are driven
to kill by deadly desires, wild cravings, and unquenchable impulses.
Second, God said long ago, "All who hate Me love death."
12 Death education, an important component
of global education, fits right into an education system designed
by men who see biblical truth and Christian parents as their
main obstacles to change. Today's love for shooting and killing
didn't begin with occult movies and video games, those merely
offered the opportunities. It began with a fallen nature inspired
by the evil one who loves what is gross, cruel, crude, and deadly.
Third, Romans 1:18-32 shows the decline both of people and
nations that turn from God to pagan beliefs and values. Three
times it tells us that God "gave them over" to their
own rebellious nature:
"The wrath of God is being revealed... against all...
who suppress the truth by their wickedness. . . . Although
they claimed to be wise, they became fools. . . . Therefore
GOD GAVE THEM OVER in the sinful desires of their hearts TO SEXUAL
IMPURITY. . . . They exchanged the truth of God for a lie and
worshipped and served created things.... Because of this, GOD
GAVE THEM OVER TO SHAMEFUL LUSTS. . . . Since they did not think
it worthwhile to retain the knowledge of God, HE GAVE THEM OVER
TO A DEPRAVED MIND. . . filled with every kind of wickedness,
evil, greed and depravity. They are full of envy, murder, strife,
deceit and malice. They are gossips, slanderers, God-haters,
insolent, arrogant and boastful; they invent ways of doing evil;
they disobey their parents; they are senseless, faithless, heartless,
ruthless."
Morally, America has become like a dying lake that looks clear
on the surface while the algae and decay spreads in the darkness
below. By the time the scum stains the surface, the whole lake
is corrupt. The next eruption can happen anywhere.
Clinton can't fix this problem with mental health surveillance,
universal health identifier for electronic tracking, gun control,
forced solidarity, school based counseling, conflict resolution,
anger management, values clarification, and other forms of the
manipulative consensus problem. These will only speed the demise
of truth, morality, and freedom in this country. What's more,
they will fuel the growing hatred toward all who hold fast to
"obsolete" biblical truths and refuse to join the march
toward a global consensus.
Nor is it enough to bring morality back to America. Americans
must be brought back to God. His moral standards are good, but
only by His life and strength can we meet them. Like Cassie Bernall,
the Littleton youth who shared her hope with needy classmates
before she chose to die rather than deny her Lord, Christians
need to reach out and lead the confused back to the true Counselor.
He alone can give strength, love, peace and victory in the midst
of turmoil and decay. Therefore,
"be strong in the Lord and in the power of His might.
Put on the whole armor of God, that you may be able to stand
against the wiles of the devil. For we do not wrestle against
flesh and blood, but against principalities, against powers,
against the rulers of the darkness of this age, against spiritual
hosts of wickedness in the heavenly places. Therefore
take up the whole armor of God, that you may be able to withstand
in the evil day. . . ." (Ephesians 6:10-14)
To order Geoffrey Botkin's video, The Guiding Hand, call
800-771-2147 ext. 85.
Endnotes
1. Guest speaker Ellen Gilchrist, author ofThe Anunciation
and In the Land of Dreamy Dreams, quoted by a student.
The Guiding Hand, produced by Geoffrey Botkin in 1992.
To order, call 800-771-2147 ext. 85.
2 See "The UN Plan for Your Mental Health" at http://www.crossroad.to/text/articles/mh2-99.html.
3. Ibid. See also "Trading
U.S. Rights for UN Rules: Executive Order 13107" and
"The UN Plan for Your Community"
4. The National Mental Health Services Knowledge Exchange
Network (KEN) at http://www.mentalhealth.org/child/Wefsk4.htm
5. Nations for Mental Health, a World Health Organization
networking agency that helps nations around the world change
and monitor the ways their people think, choosem act. http://www.who.int/msa/nam/nam6.htm
6. Benjamin Bloom, All Our Children Learning (New York:
McCraw Hill, 1981); 180.
7. See "Brainwashing and Education Reform" at http://www.crossroad.to/text/quotes5.html
8. Aldous Huxley, Brave New World (New York, HarperCollins,
1932), xvii.
9. Charlotte Iserbyt, Back to Basics Reform Or... OBE Skinnerian
International Curriculum? (Bath, ME: 1993), 24.
10. John Goodlad, "Report of Task Force C: Strategies
for Change," Schooling for the Future, a report to
the President's Commission on Schools Finance, Issue #9, 1971.
Goodlad also wrote the Foreword for Schooling for a Global
Age (funded by powerful globalist foundations such as the
Danforth and Rockefeller Foundations as well as the U.S. Department
of Education. He said, "Enlightened social engineering
is required to face situations that demand global action now...
Parents and the general public must be reached also, otherwise,
children and youth enrolled in globally oriented programs
may find themselves in conflict with values assumed in the home.
And then the educational institution frequently comes under
scrutiny and must pull back. James Becker, Editor, Schooling
for a Global Age, (New York: McGraw-Hill Book Company, 1979),
xiii, xvii
11. The United States Prepares for Its Future: Global Perspectives
in Education, Report of the Study Commission on Global Education,"
1987. The report was financed by the Rockefeller, Ford and Exxon
Foundations. Dennis Laurence Cuddy, Ph.D., A Chronology of
Education (Highland City, FL: Pro Family Forum, 1993), 80.
12. Proverbs 8:36
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