Brainwashing in America
WHY FEW DARE CALL IT CONSPIRACY
"I strongly urge the
establishment of a Mission
to Planet Earth, a worldwide monitoring system staffed by
children...design to rescue the global environment." -Al Gore
control is imminent.... The critical point of behavior control,
in effect, is sneaking up on mankind without his self-conscious
realization that a crisis is at hand. Man will... never self-consciously
know that it has happened."  Raymond
Houghton, To Nurture Humaneness, ASCD (curriculum arm
of the NEA), 1970
Ethic will atrophy as more and more enjoy varied leisure and
guaranteed sustenance.... Most people will tend to be hedonistic..."
 Feasibility Study, Behavioral Science
Teacher Education Program (B-STEP), Department of Health, Education and Welfare,
Bureau of Research, 1969
"We were trained
in all phases of warfare, both psychological and physical for
the destruction of the Capitalistic society and Christian civilization.
In one portion of our studies we went thoroughly into the matter
of psychopolitics. This was the art of capturing the minds of
a nation through brainwashing and fake mental health... During
the past few years I have noted with horror the increase of psychopolitical
warfare upon the American public."  Kenneth Goff, member of the U.S. Communist
Party from 1936 to 1939.
is useful only if citizens can put it into a framework of knowledge
and use it to solve problems, form values, and make choices.
Education for sustainability will help them make individual and
collective decisions that both benefit themselves and promote
the development of sustainable communities. [It] must involve
everyone."  From the President [Clinton]'s Council
on Sustainable Development which, like other national PCSDs,
follows guidelines from the UN Commission on Sustainable Development
Brainwashing is not, as some educators and students
contend, Christian child-raising. American freedom includes the
promise that parents would have the right to train their children
to follow God's ways. The word "brainwashing"
refers to a planned, step-by-step attempt to "wash"
family-taught beliefs from the minds of those who oppose government
ideology. In America, it would mean replacing the old Biblical
values and world view with a new way of thinking that would support
a totalitarian agenda. In other words, every child must become
a peace child,
a willing and active
servant of a new world order.
A massive world-wide partnership is
pioneering new strategies for social transformation. The media,
the entertainment industry, computer companies, government agencies,
educational institutions, the United Nations and its accredited
non-governmental organizations (NGOs) have all joined together
in a common quest for a global mind change. They seek solidarity
-- a worldwide unity based on a new set of beliefs and
values. "Obsolete" and "exclusive"
loyalties to national sovereignty, Biblical values, and the unadulterated
U.S. Constitution stand in their way.
Conforming the masses to their way
of thinking requires all the sophisticated tools and tactics
developed at the various "behavioral science research"
institutes and "education
laboratories" established first in England, then in
the Soviet Union and Nazi Germany, and finally in the United
States. If these psycho-social engineers win their battle
against an unsuspecting public, they would "wash" away
individual thinking, free speech and all the other "rights"
that have made America unique. The vacuum would be filled with
lofty ideals, enticing images and deceptive promises designed
to mold minds that match their global
vision. Group thinking and other controls and "incentives"
would enforce compliance. (See
and The UN Plan for
Your Mental Health)
Bombard children with mind-changing
A familiar tale told to first-graders
in Pennsylvania illustrates both the tactics and the planned
transformation of the world. We all know the story of the Little
Red Hen who wanted some bread to eat. She asked some of her barnyard
friends to help make it. But the cat, the dog, and the goat all
said "no." Finally she did all the work herself. Yet,
when the bread was done and its fragrance spread throughout the
farm, her unwilling neighbors were more than willing to help
her eat it.
"Won't you share with us?"
"No," she answered. "Since
you didn't help, you don't get anything."
In the context of
traditional values, the moral of the story is: you get
what you work for. But those who have learned to think and see
from the new global perspective are led to another conclusion.
Listen to the kinds of questions the first grade teacher asked
"Why was the Little Red Hen so
stingy? Isn't it
only right that everyone gets to eat? Why wouldn't she share
what she had with some who had none?" 
The concerned mother who heard and
reported this story asked, "What kinds of values were the
The new interpretation emphasizes love and sharing, but
what is missing? How
might it confuse a child's values?
The answers are obvious. The children
were taught socialist values. The new interpretation vilified
values that had motivated Americans to be diligent, responsible
and fair. The teacher's questions were actually strategic suggestions
prompting the group to ridicule traditional values, to see reality
and society from the new politically correct perspective, and
to intimidate and shame anyone who dared to disagree.
A new mental "framework"
is vital to this paradigm shift [see chart].
But to launch the new system, the old patterns must be blurred
and broken. The educational establishment knows that children
who are fed a daily diet of biblical truth will resist their
plans for change. They also know that students bombarded with
strategic suggestions and idealized pagan images will
probably reject Christianity. If schools can build the "right"
kind of framework or filter in the minds of children early enough,
the new global beliefs will fit right in. In other words, the
battle for the hearts and minds of America's children will be
won by the side that first trains children to see reality from
its point of view.
This paradigm shift was no mystery to Aldous Huxley, author
of Brave New World. He wrote that education must provide
a mental "framework... within which any piece of information
acquired in later life may find its proper and significant place."
In the old days, that mental framework was the biblical
world view. But Huxley, like most of today's change agents, called
for a New Age/global framework. Like a filter, it blocks facts
and ideas that don't fit, but welcomes input that strengthens
the framework -- especially when communicated through stories
and images that stir the imagination and arouse strong feelings.
Focus on feelings,
This shift from factual education to
feeling and experience-based learning began
years ago. Through the decades, the strategies used to manipulate
minds in the Soviet Union and Nazi Germany were developed, first
at the Tavistock
Clinic near London and later at Germany's Frankfurt
Institute for Social Research. Their mind-bending methods
soon spread to a rising number of psycho-social research centers
in America. They were fine-tuned at Columbia, Harvard, Stanford
and other American universities, at our regional educational
laboratories and at the The
Aspen Institute for Humanistic Studies where Elian Gonzales
was remediated in preparation for his return to a Communist system. (See Elian
More recently, at the 1989 Governor's
Conference on Education chaired by Bill Clinton, Dr. Shirley
McCune, then head of the Mid-Continent Regional Educational Laboratory,
summarized the policy in her keynote speech:
is that we no longer are teaching facts to children
no longer see the teaching of facts and information as
the primary outcome of education. 
"What will take the place of logic,
fact and analysis in the coming age?" This rhetorical question
was raised by Dr. Donald A. Cowan, president emeritus of the
University of Dallas. His revealing answer exposes an important
step toward the new consensus:
central way of thought for this new era will be imagination....
Imagination will be the active, creative agent of culture,
transforming brute materials to a higher, more knowable state."
It's easy to see why visionary change agents
would prefer to inspire the imagination rather than teach facts
and logic. Unlike facts and convictions, the imagination can
easily be manipulated. Today's popular books, games and other
forms of edutainment bring all kinds of suggestions and
images that confuse the old ways of thinking and promote the
new values. They twist facts, turn right and wrong upside
down, stir the imagination with unthinkable suggestions, redefine
words, and give new meanings to old images such as the Little
Red Hen. (See Establishing
a Global Spirituality)
Eventually, most students become conditioned
to see everything through the new politically correct mental
filter. The sight of an old social symbol (i.e. flag) or the
sound of an word they have learned to hate (pastor, evil, capitalism,
etc.) can now trigger emotional reactions that cannot be resolved
with facts and logic.
A simple example of this process was exposed
by a Christian teacher in Sunnyvale CA. During a public elementary
school assembly, the students sang the words of the Peacemakers' Planetary
to the tune of the Star
Spangled Banner. This melody, which has symbolized freedom to
those who have loved America, now became a tactical trigger used
to turn hearts from the old ways to the new vision:
O Say can you see by
the one light in all
A New Age to embrace
at the call of the nations,
Where our children can
play in a world without war
Where we stand hand in
hand in the grace of creation,
Where the rivers run
clean through forests pristine....
Inspiring, isn't it? The mental images behind
those words illustrate the "visioning" part of Outcome-Based Education
(OBE) as well as Total Quality
Both use the consensus
process to create the collective consciousness needed for
the new communities and social organizations.
In the classroom, this process of change often
begins with planned "visions" that plant vivid but
unrealistic goals into children's minds and emotions.
Next, students must learn to visualize scary
images of the current crisis. The crisis is vital to the
process. It provides the justification for environmental activism,
government control, and unthinkable changes. So, in stark contrast
to the lofty ideal in the song above, the students must learn
to feel the pain of a dying earth abused by the ruling
generation. The colorful classroom manual on global change, Rescue
Mission Planet Earth, fits the bill. It is full
of scary, sensational pictures and misguided children's opinions
that fire the imagination and fuel anger.
Trained teacher/facilitators turn this anger
toward parents and grandparents who must bear the blame for destroying
our planet. This is important, because -- as in totalitarian
countries around the world -- children must learn to submit to
state-defined values and loyalties -- not their parents or traditional
In Rescue Mission Planet Earth, page after
page of pseudo-science and twisted facts prepare the reader to
follow the call to political action on behalf of the United Nations
and planet Earth. Unless they know the facts, children and their
teachers will have little resistance to the heart-breaking images
of dying trees, starving children, abused women and an overcrowded
planet drowning in pollution and rising oceans.
It's all part of the plan: create and/or publicize
a crisis, vilify the "enemy of the people", then market
the pre-planned global solution to the world -- starting with
the children. As in the former Soviet Union and Nazi Germany,
the school becomes a boot camp for an army of angry and self-righteous
rescuers, ready to argue using their feelings, not facts, against
anything that opposes their new and narrow idealism. (See third point in Paradigm
Rescue Mission Planet Earth is nothing less than "the children's
version" of the United Nations' Agenda
21. Sponsored by UNESCO and other UN agencies and
promoted by the President's Council on Sustainable Development
(see Local Agenda
21), the propaganda-filled children's book helps create the
needed "gap" between inspiring visions and a perceived
crisis scary enough to evoke strong feelings, change values and
motivate children to governement-led social action.
"We have to re-orient education
so that we turn out planetary carers (sic)," explained David
R. Woollcombe ,
President of Peace
Child International and head of the Rescue Mission Planet
Earth project. He also serves as Consultant to the Global
Vision Corporation, a
massive international NGO (Non-Governmental Organization) accredited
to the UN Commission on Sustainable Development. Behind
the backs of parents around the world, it works to transform
the goals, the methods, the leaders, and the process of education.
"And that," continued Mr. Woollcombe,
"...requires, as Agenda 21 said,
a re-orientation of education towards sustainable development.
It's a revolution we're talking about here! It's going to
require new materials, it's going to require much greater involvement
by young people themselves in their own teaching and education,
because actually, adults don't know as much and don't
care as much about the environment as many young people do. And
it's going to require a much better sort of facultative education,
where teacher and students together are on this exploratory
journey about how you can square the circle between economic
growth and prosperity...." 
Before you dismiss Global Vision's
power and influence, consider a few of its partners
They include UN agencies such as the United Nations Environment
Programme (UNEP), the United Nations Development Programme (UNDP),
the United Nations Children's Fund (UNICEF), the United Nations
Educational, Scientific and Cultural Organization (UNESCO), the
United Nations Population Fund (UNFPA), the World Health Organization
(WHO), the UN Centre for Human Settlements and the UN Centre
for Human Rights.
It also includes numerous foundations,
environmental groups, educational institutions, and media and
corporate giants such as the European Broadcasting Union (EBU),
Princeton University Centre of International Studies, Columbia
University Department of Religion, Mystic Fire Video, Apple
Computer, Sun Microsystems, The Image Bank, Bell Labs, Robert
Muller, Noel Brown, Federico Mayor, Nafis Sadik, Maurice
and Hanne Strong (See World
Gro Harlem Brundtland (Head
of The World
the Dalai Lama, and movie moguls Bernardo Bertolucci and Martin
Scorsese. All have joined their talents and resources in a common
pursuit of the global consciousness envisioned by the United
A "new way
President Clintons Council
on Sustainable Development took a big step toward that global
vision. It met with an influential group of like-minded
change agents at the Presidio
the former army base in San Francisco that now houses
the Gorbachev Foundation USA and dozens of other UN-related organizations.
Its partners included the
UN Enivironmental Programme, the EPA, the U.S. Departments of
Education, Labor, State and Energy, the Council of Chief State
School Officers, the American Federation of Teachers, Stanford,
Colombia and other major universities, the Sierra Club... and
the organizers of the Rescue Mission Planet Earth project.
joint report, Education for Sustainability, became
a model for sustainable education. Quoting David Orr,
author of Earth in Mind, it states,
"One result [of formal] education
is that students graduate without knowing how to think in whole
how to find connections, how to ask big questions, and how to
separate the trivial from the important. Now more than
ever, however, we need people who think broadly and who understand
systems, connections, patterns and root causes." emphasis
"Root causes" involve
far more than ecology. Anything that blocks the general acceptance
of the new global ideology is suspect and must be challenged.
Traditional beliefs and values rank high on the list of villains
to their vision of peace. For example, an international "Declaration
on Tolerance," prepared by UNESCO and signed by its
member nations, shows one of the major "root causes:"
- "Tolerance involves the
rejection of dogmatism and absolutism."
- "Scientific studies and
networking should be undertaken to coordinate the international
community's response to this global challenge, including
analysis of root causes and effective countermeasures,
as well as research and monitoring... "
- "Promote rational tolerance
teaching methods that will address the cultural, social, economic,
political and religious sources of intolerance-- major
roots of violence and exclusion." Emphasis added 
The earlier statement from Education
for Sustainability stressed the "need" for "people
who think broadly and who understand systems,
connections, patterns and root causes" from a predetermined
perspective. This kind of thinking is -- and always have been
-- crucial to brainwashing in totalitarian regimes with a global
A basic goal
of UNESCOs worldwide program for "lifelong learning"
was summarized in Our Creative Diversity, the 1995 book-sized
report from the UN Commission on Culture and Development. Published
by UNESCO, it tells us that,
to humanity is to adopt new ways of thinking, new ways of acting, new ways of organizing
itself in society, in short, new ways of living." 
way of thinking" has become the standard for mental health
in America. (See The
UN Plan for Your Mental Health) As
head of the Department of Health and Human Services, Donna Shalala
helped organize The National Mental Health Services Knowledge
Exchange Network. Ponder its definition for mental health:
"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 lives ...and explore
Do you wonder what Dr. Shalala
and her network of health planners would consider good thinking?
Or bad thinking? This definition doesn't tell us. But Al Gore's
1992 best-seller, Earth
in the Balance, helps answer the question:
"The fifth major goal of the Global
Marshall Plan should be . . . to organize a worldwide education
program to promote a more complete understanding of the crisis.
In the process, we should actively search for ways to promote
way of thinking
about the current relationship
between human civilization and the earth." 
Vice-President Gore was referring
to an environmental crisis with psychological overtones. As we
pointed out in the article on Al
Gore's Vision of Global Salvation, he has diagnosed our basic
social problem in America and suggested a solution:
feel increasingly distant from our roots in the earth...we lost
our feeling of connectedness to the rest of nature."
and diversity of our religious tradition throughout history is
a spiritual resource long ignored by people of faith, who are
often afraid to open their minds to teachings first offered
outside their own system of belief. But the emergence of
a civilization in which knowledge moves freely and almost instantaneously
throughout the world has. . . spurred a renewed investigation
of the wisdom distilled by all faiths. This panreligious perspective may prove especially important where our global
civilization's responsibility for the earth is concerned."
 emphasis added
Al Gore's "panreligious
perspective" has helped lay the foundation for a global
environmental ethic. His vision of a "world education program"
is nearing reality. It fits right into the United Nations' education
system. This "seamless system" of partnerships and
governmental agencies around the world has two main goals:
In other words, people must
learn "to look at themselves" as part of the collective
society, not as individuals. Their sense of worth must be based
on participation in the community and compliance with the new
ideology, not on individual beliefs or independent choices. A
continual barrage of classroom "assessments" and surveys
must test and track how children and their parents think, "explore
choices" and draw conclusions.
To win this
battle for the minds of the world, the United Nations and its
powerful partners have agreed to put aside integrity and employ
any possible means to reach their end. But they must still must
operate according to guidelines that demand, at least, a perception
of the consent of the masses. Therefore, the means to their
end must be both subtle and deceptive, employing all the skills
and strategies proven successful in the totalitarian countries
of the 20th century. Al Gore summarized the attitude behind this
global agenda well:
a central organizing principle one agreed to voluntarily
means embarking on an all-out effort to use every policy
and program, every law and institution, every treaty and alliance,
every tactic and strategy, every plan and course of action
to use, in short, every means to halt the destruction
of the environment. . . . Minor shifts in policy, moderate improvement
in laws and regulations, rhetoric offered in lieu of genuine
changethese are all forms of appeasement, designed to satisfy
the publics desire to believe that sacrifice, struggle
and a wrenching transformation of society will not be
have already shown us that
Al Gore's words, "every
tactic and strategy..." includes compromise, lies, deception,
and propaganda. Where Biblical values have been dismissed as
obsolete, these tactics seem are perfectly acceptable to those
who lead this spiritual and psychological war for control of
the masses. The UN, with help from the Clinton-Gore administration,
have already re-invented the concept of government. Its new global
management system would be based on its principle of sustainable
development or rather, the 3 E's: Environment, Economy and Equity.
It means using a grossly exaggerated view of the environmental "crisis" to
re-educate the masses, persuading them to accept totalitarian
tactics for redistributing the world's economic
resources and creating socialist equality. (See Local Agenda 21- The
U.N. Plan for Your Community).
Take a look at the envisioned
world of the 21st century:
Based on Bible
Blend of New Age & earth-centered religions
Based on the Bible
(absolute, unchangable truth)
Based on human
(easy to manipulate)
By the people
By those who control
The masses would be controlled
through the Hegelian dialectic (consensus)
process by globalist leaders who would view the world through
the new filter of globalism. Polls, propaganda, simple slogans,
and continual conflicts would be essential to its success. In
fact, the greater the perceived crisis, the faster the leader
can assume the coveted political powers that true freedom forbids.
President Clinton has already mastered these totalitarian strategies,
as Mikhail Gorbachev suggested in a 1993 editorial:
"Bill Clinton will be
a great president if he can make America the creator of a new
world order based on consensus."
Remember, consensus demands
a felt crisis, and today's moral crisis -- created by trading
moral boundaries for sensual freedom -- serves the purpose well.
The absence of absolute boundaries leads to social chaos which,
in turn, calls for social controls that would have been unthinkable
under the old paradigm. In other words, the official promotion
of sensual indulgence serves a political purpose.
Aldous Huxley summarized it well in Brave New World:
"As political and economic
freedom... diminishes, 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." (page page
Psalm 2 fit our times:
Why do the nations rage and the people
plot a vain thing?
The kings of the earth set themselves,
and the rulers take counsel together,
Against the Lord and against His Anointed,
"Let us break Their bonds in pieces
and cast away Their cords from us."
He who sits in the heavens shall laugh....
Then He shall speak to them in His
And distress them in His deep displeasure:
"Yet I have set My King on My
holy hill of Zion." ....
Blessed are all those who put
their trust in Him.
2 will show the persuasive and manipulative
power of images and suggestions to inspire and guide a person's
imagination in ways that fit the global agenda. Traditional academic
education will be replaced by lifelong edutainment --
the seductive and manipulative program being developed and marketed
by the Global Vision project.
 Raymond Houghton, To Nurture
Humaneness: Commitment for the '70's (The Association for
Supervision and Curriculum Development of the NEA, 1970)
 Sustainable America: A New Consensus,
The 1996 Report from the President's Council on Sustainable Development,
page 70, one of over 150 similar national councils implementing
Agenda 21 under
the direction of the UN Commission on Sustainable Development.
 Brainwashing: A Synthesis of the
Russian Textbook on Psychopolitics, pages 19-20. Edited by the late Kenneth Goff, a former
member of the communist Party, USA, who voluntarily testified
before the Un-American Committee in Washington DC in 1939. His
testimony can be found in Volume 9 of that year's Congressional
America (The President's
Council on Sustainable Development, 1996); page 70.
 This story was
included in the first grade curriculum in New Pittsburgh, PA.
The story was also told--using the new paradigm context--at a
parents' meeting explaining Character Education. Anita Hoge,
formerly a Pennsylvania mother and researcher, reported the story
Quina, "Aldous Huxley's Integrated Curriculum," Holistic
Education Journal (December 1993); 54.
At the time
of her 1989 keynote speech, Shirley McCune presided over the
Mid-Continent Regional Educational Laboratory (McREL). The
Regional Educational Laboratories are private, non-profit corporations
which are funded, in whole or in part, under Title IV of the
Elementary and Secondary Education Act of 1965. Each lab operates
under a contract with the Division of Educational Laboratories,
Bureau of Research, U.S. Office of Education.
 Spoken at a 1988
forum address at the Dallas Institute of Humanities and Culture.
This address formed the nucleus for his book Unbinding Prometheus:
Education for the Coming Age.
for Sustainability: An agenda for action, the report from
the "National Forum on Partnerships Supporting Education
about the Environment," a demonstration project of the President's
council on Sustainable Development, held at the Presidio, San
Francisco, in the fall of 1994, page 11.
 Our Creative
Diversity, UNESCO, 1995, p.11.
 The National
Mental Health Services Knowledge Exchange Network (KEN) at http://www.mentalhealth.org/child/Wefsk4.htm
 Al Gore, Earth
in the Balance--Ecology and the Human Spirit (Boston: Houghton
Mifflin Company, 1992), page 355.
Frankfurt Institute: According the Encyclopedia of Marxism, "The Institute for Social Research was
founded in 1923 by Felix Weil to be an independent academy for
Marxism intended to rival any University in the standards of
scholarship, and the institute carried out important research
on the history and condition of the German workers' movement.
It was possibly the first body to use opinion polls
as a research tool."
Max Horkheimer (1895-1973),
a German philosopher and social scientist directed the Institute
from 1930 to 1958. He was a "close associate of Theodor
Adorno, who mixed Marxism with influences as diverse as Schopenhauer,
Dilthey, Nietzsche and Freud."
"After the 1923 defeat of
the German Revolution, Horkheimer, and other members of
the Institute to some degree, drew the conclusion that the working
class could never be the vehicle for social change simply as
a result of its position within the production process, and concluded
that only the development of theory itself could be the scene
of liberation. Horkheimer co-authored Dialectic
of Enlightenment with Theodor Adorno while in the
US during the 1940s.... In 1949, Horkheimer returned to Frankfurt
and re-established the Institute, and retired to Switzerland
"Others to be associated
with the Institute as well as Horkheimer and Adorno included
Leo Lowenthal, Raymond Aron, Erich
Fromm, Herbert Marcuse, Walter Benjamin and Ernst Krenek."
Marxist philosopher Herbert Marcuse (1898-1979)
co-founded the Frankfurt Institute. The Encyclopedia of Marxism,
"He fled to Geneva in 1933 when
Hitler came to power, then went to the United States in 1934,
where he taught at Columbia University and became a US citizen
in 1940. His Reason & Revolution, written in 1941,
made an important contribution to the understanding of Hegel
and his influence on Marx.
"An intelligence analyst
for the U.S. Army during World War II, he headed the Central
European Section of the Office of Intelligence Research after
the war. He returned to teaching in 1951 at Columbia and Harvard,
Brandeis University (1954-65), and the University of California
at San Diego (1965-76), where after retirement he was honorary
emeritus professor of philosophy until his death.
Marcuse highlighted the cultural forms of repression and the
role of technology and the expansion of the production of consumer
goods in the maintenance of the stability of capitalism."
The current name
seems to be Frankfurt
Institute for Transformation Studies. You may find their
information on this site: Mind
Control | Brainwashing
analysis of Community Oriented Policing | The
UN Plan for Your Mental Health | Tavistock Institute for Human
from to Berit Kjos for this excellent article.
Visit their site at http://www.crossroad.to.