Your Child and the New Age
Chapter 5
Schools and New Age
GlobalismSkip down to Hundreth Monkey or Temple of Understanding
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Your Child and the New AgeChapter 5Schools and New Age GlobalismSkip down to Hundreth Monkey or Temple of Understanding |
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"Who controls the youth, controls the future." Adolf Hitler
"Under the guise of teaching world-mindedness, there is a growing element within the global education movement that wants children to adopt Eastern mystic/occult philosophy. Global education supposedly is to teach children that they are "citizens" of a global village. Mystic global educators go beyond political, economic, and technological subjects to delve into what they call "Planetary consciousness." This "higher level" of global connectedness, they say, will bring about world peace and prosperity." Eric Buehrer, National Association of Christian Educators
counterfeit hope surges through our society today: We can do it! We can recreate the earth and complete the evolutionary process. When we eliminate national barriers, we will be one. By joining consciousness around the world, we can become a super race, the true global family of God.A
The seeds of this utopian dream were sown by John Dewey. Nurtured by the warm friendship between humanist NEA and UNESCO, one-worldism sank its roots deep
into every level of public education. Dr. Robert Muller, Under-Secretary of the United Nation's Economic and Social Council, unmasks the movement's spiritual nature in his book on global education, New Genesis: Shaping a Global Spirituality:
On a universal scale, humankind is seeking no less than its reunion with the "divine," its transcendence into ever higher forms of life. Hindus call our earth Brahma, or God, for they rightly see no difference between our earth and the divine. This ancient simple truth is slowly dawning again upon humanity ... as we are about to enter our cosmic age and to become what we were always meant to be: the planet of God.1
To "evolving" New Agers, the dream of global oneness justifies any questionable means. It is not surprising then to find classrooms teaching steps toward fulfilling this lofty vision. The formula that substitutes counterfeit values for God's wisdom can also change the world: crush the old; then out of the ashes will rise a new earth - a world free from guilt, fear, oppression, and poverty. The time is ripe to buy the lie.
"Beginning with the school year of 1982-83, global citizenship was being taught to the kids instead of American citizenship. This was mandated through the National Council of Social Studies teachers." (Dr. William M. Bowen, Jr.)2
This transformation is accelerating as millions around the globe await the New Age world of harmony, love, and oneness - a world of evolved god-men all following the wisdom of Self.
The New American History
The New Age balloon has two major flaws. It ignores the selfish nature of man and the sovereign plan of God. Yes, the Bible tells us that a one-world government will rise to power waving the banner of peace. But it will unleash unimaginable cruelty and oppression. Like ancient Babylon, it will demonstrate both the captivating power of Satan and the base depravity of man separated from God.
Those who buy the lie that the end justifies the means usually discover that the means foretells the end. We can catch a glimpse of a future New Age world by looking at the ways its people pursue their goals. If they deceive during the pursuit, they will deceive in the end.
We know that totalitarian governments distort historical facts in order to control their people - but America would never stoop to that, would it? In their book, What Are They Teaching Our Children? Mel and Norma Gabler present some chilling facts:
· Who deserves more attention in an American history text. George Washington or Marilyn Monroe? One fifth-grade text devoted seven pages to Miss Monroe, while mentioning George Washington only eight times.
· El Name the nation you think is being discussed in this passage from another fifth-grade text: "No nation on earth is guilty of practices more shocking and bloody than is __________ at this very hour. Go where you may and search where you will. Roam through all the kingdoms of the Old World. Travel through South America. Search out every wrong. When you have found the last, compare your facts with the everyday practices of this nation. Then you will agree with me that, for revolting barbarity and shameless hypocrisy, _____________ has no rival " Give up? The country so honored is the United States.
· Name six major culture areas of the world. If you included the United States and Western Europe in your list, you're wrong - at least according to a world history text which selects: the Soviet Union, Latin America, China, India, Africa, and the Middle East.
· Fill in the blank. "[In China] __________ turns the people toward a future of unlimited promise, an escalator to the stars." The missing word is Marxism.
· Patrick Henry sounded the watchword of American independence: "Give me liberty or give me death!" Is this line worth memorizing by children? According to a study made by This Week magazine, only two of forty-five history texts include his statement."3
While other nations whitewash their past, our country grants global-minded educators the freedom to reduce our nation's image to that of a greedy, aggressive tyrant. They warned us, but we didn't believe it could happen. In their Manifesto II, humanists told us that they "deplore the division of humankind on nationalistic grounds" and aim to "transcend the limits of national sovereignty." They are determined to build "a world community" - with the help of our children. A textbook for teachers said:
Allegiance to a nation is the biggest stumbling block to the creation of international government. National boundaries and the concept of sovereignty must be abolished. The quickest way to do this is to condition the young to another and a broader alliance. Opinion favorable to international government will be developed in the social studies in the elementary school.4
"The public schools will be the propaganda outlet for those advocating the "One World!" doctrine. The schools are being inundated with propaganda promoting the concept of INTERdependence - which emphasizes 'global perspectives' and 'global citizenship.’" (Marlin Maddoux, host of Point of View)
Peace Education
The depreciation of America and the proclamation of the globalist view of peace are programming children to accept four New Age goals:
·
A New World Order, which implies a one-world government.·
A new world religion. The New Age medley (syncretism) of humanism, Hinduism, and every other religion - except genuine Christianity - fits the bill perfectly.·
A new economic system to redistribute the world's wealth - especially America’s.·
A spiritually evolved global citizenry ruled by the most advanced and most aware.To steer students into the one-world camp, globalists use a strategy called "Management by Crisis." Their prod is fear, and the programming may begin as early as kindergarten. This "peace curriculum" first immerses the children in genuine concerns blown to crisis proportion - such as the horrors of nuclear war and ecological disaster - then uses predetermined reactions for political purposes.
To avoid confrontation with "right-wing Christian groups, "a memorandum from the Seattle public Schools dated April 19, 1985 recommends using terms other than "Global Education." A "temporary, safe term is multicultural/international curriculum development."5
The Political movement behind peace studies] has urged that our schools institute "infusion workshops" in which teachers set aside days "to grow in enthusiasm for justice and peace education." This is not education; this is indoctrination. (William Bennett, former U.S. Secretary of Education)
With the excuse that children’s fear had to be brought out in the open, globalist educators found ways to produce the needed fear. Children watched films showing mutilated victims from the Hiroshima and Nagasaki bombings.6 They were told to discuss the long-term effects on "those who are not immediately killed by the explosion." They pondered the ongoing pain of radiation sickness. They studied pictures drawn by Hiroshima survivors. They played games to stir thoughts about their own death. They imagined the devastation from far larger nuclear explosions in their own state, county, and neighborhood. And they became afraid.
They heard strange accounts about America’s aggressive, uncooperative policies. They learned to sympathize with Russia’s struggles with unfriendly neighbors. They played games to prove American wealth and greed in the face of a starving world community.
They became angry and felt ashamed. At that point a trained teacher could direct their fear, anger, and national guilt into desirable action - make scrapbooks on peace, tell adults about disarmament, share at community forums, write letters to their senators - and to the President.7
If global education taught facts rather than feeling, discernment rather than sympathy, and reality rather than propaganda, we would applaud it. But it doesn't. It teaches children to scorn America, favor Russia, and despise our national leadership. It leads them to sincerely but arrogantly believe that their naive solutions are better than those based on wise consideration of historical data, the oppression of dictatorships, and the horrendous injustices of Communism.
Deploring this political subversion in our schools, William Bennett, then United States Secretary of Education, remarked:
Nor is it proper to use American classrooms for "creating a grassroots network of educator activists" as Educators for Social Responsibility ... described its goal ...
Wishes will not replace the fact that American citizens share almost nothing of their political life with the subjects of a totalitarian government... All men are created equal but all political and social systems are not."8
To inspire children with a sense of power to change their world, many peace programs use the following fable as a guiding principle. It suggests that if a certain number (a critical mass) of people -- or monkeys -- will change their minds, everyone else will follow. The claim that it evolved from real events makes the fiction credible.
The story began with a group of Japanese scientists who studied macaque monkeys on the island of Koshima in 1952. When they left some yams - a new treat - on the beach, a young female monkey improved the taste by washing off the sand in nearby water. First the younger monkeys imitated her actions, soon the others followed.
Here factual reporting gives way to New Age myth-making. In the fictional story used by several peace programs, Imo, a young female, taught the trick to her mother. Then her smart little playmates who copied her taught the trick to their mothers. The next point is significant: "Only the adults who imitated their children learned this social improvement. Other adults kept eating the dirty sweet potatoes." At this point the myth soars into the realm of magic.
In the autumn of 1958, a certain number of Koshima monkeys were washing sweet potatoes - the exact number isn't known. Let us suppose that when the sun rose one morning there were ninety-nine monkeys on Koshima Island who had learned to wash their sweet potatoes. Let us further suppose that later that morning, the hundredth monkey learned to wash potatoes. THEN IT HAPPENED!
By that evening almost everyone in the tube was washing sweet potatoes before eating them. The added energy of this hundredth monkey somehow created an ideological breakthrough!
But notice. The most surprising thing observed by these scientists was that the habit of washing sweet potatoes spontaneously jumped over the see - colonies of monkeys on other islands and the mainland troop of monkeys at Takasakiyama began washing their sweet potatoes!
Thus, when a certain critical number achieves an awareness, this new awareness may be communicated from mind to mind. Although the exact number may vary, the Hundredth Monkey Phenomenon means that when only a limited number of people know of a new way, it may remain the consciousness property of these people. But there is a point at which if only one more person tunes in to a new awareness, a field is strengthened so that this awareness reaches almost everyone! ... Your awareness is needed in saving the world from nuclear war. You may be the "Hundredth Monkey."9
Like Darwin's theory of physical evolution, the hundredth monkey fantasy has been grasped as "scientific" basis for the New Age dream, both inside and outside the field of education. No wonder! It presents the ultimate in spiritual evolution. And in the subjective atmosphere of the New Age, you don't question a revelation. You just believe!
The tale of the hundredth monkey became a popular myth - powerful enough to shape New Age creed. People believed it - and acted on it. For example, a few years ago, Randolph Price, who heads the networking Planetary Commission, called for a special day of global meditation.
We see that the world consciousness is quickly moving toward critical mass ... Doing whatever is necessary to change our individual consciousness, we will begin to break up some of the dark pockets of negative energy in the race mind. Through our collective efforts on December 31, 1986, we can literally turn on the Light of the World, dissolve the darkness, and begin the New Age of spirituality on Planet Earth.10
A New World Religion
To inspire a consciousness explosion, many New Age leaders are determined to win a critical Mass of minds. Children would be the prime target of the missionary efforts, and schools their greatest battlefield.
William Bennett exposes this ominous blend of public school curriculum, New Age spirituality, and cosmic dreams:
Another legacy from the Age of Aquarius that has been enshrined in too many of our social studies curricula is a disturbing antirational bias. Curriculum guides for… global education are shot through with calls for "raised consciousness" for students and teachers to view themselves "as passengers on a small cosmic spaceship," for classroom activities involving "intuiting," imaging," or "visioning" a "preferred future."
Two proponents of such curricula have offered a candid caution: "These exercises may seem dangerous to your logical thought patterns. For best results, suspend your judging skills and prepare to accept ideas that seem silly and/or impractical." Well, if we're going to give up critical judgment, we'd better give up the game of education altogether.11
While "raised consciousness" and "visioning' sound too mystical for admission into many schools, a new form of religious education does not. Teaching about the major world religions such as Buddhism, Hinduism, Islam, and Christianity, the curricula emphasize the universal "truths" and historical values of each. That sounds fair and innocuous, until we remember that New Age globalism calls for a one-world religions persuasive union of all supposed paths to eternal life. Since biblical Christianity doesn’t fit the formula, some of these courses have - in the hands of "progressive" teachers - become a platform for criticizing Christian exclusiveness and promoting Eastern meditation.
Speaking to many of the world's religious and political leaders in 1988, Robert Runcie, the Archbishop of Canterbury, articulated this New Age formula for spiritual oneness in a global community. Notice the apologetic and compromising version of "Christianity":
Behind [this resurgence of religions] lies a widespread pessimism about the future of humankind, and unsatisfied longing for alternative paths to salvation...
All the centuries that the Spirit of God had been working in Christians, He must also have been working in Hindus, Buddhists, Muslims, and all the others... This will mean that some claims about the exclusiveness of the Church will have to be renounced..12
In April of 1988, representatives of Christianity, Buddhism, Hinduism, Islam, and Judaism met with political leaders from over forty nations to "solve" the world's problems. This Global Conference Of Spiritual and Parliamentary Leaders on Human Survival was sponsored by the Temple of Understanding. Founded with the support of such dignitaries as the Dalai Lama, Indian Prime Minister Nehru, Eleanor Roosevelt, Popes John XXIII and Paul VI, the Temple has become a "hotbed of international dialogue and outright promotion of eastern mysticism." Among its recent guest speakers are New Age advocates like Donald Keys, David Spangler, and Benjamin Creme who continues to herald the coming of Lord Maitreya, "The Christ."13
"For false Christs and false Prophets will appear and perform great signs and miracles to deceive even the elect - if that were possible." (Matthew 24:24)
The Sin of Separateness
Because unity is essential for creating the critical mass, many New Age leaders join in condemning the hindering influence of the church. Their objection? Its "negative energy" blocks the envisioned evolutionary breakthrough. As you have seen, this belief has filtered into the classroom.
Thus, anyone who follows God becomes guilty of the only sins in the New Age: unbelief and separateness. Christians who refuse to share the global vision and join the evolutionary march will reap persecution. "In fact, everyone who wants to live a godly life in Christ Jesus will be persecuted" (2 Timothy 3:12). For Satan, the counterfeit angel of light, hates all who shine the true light of Christ into the world.
God is not surprised at this diabolical deception. Long ago, He warned us that the Antichrist would one day rule the world and persecute Christians:
"He was given power to make war against the saints and to conquer them. And he was given authority over every tribe, people, language, and nation."
AU inhabitants of the earth will worship the beast whose names have not been written in the Book of Life belonging to the Lamb that was slain from the creation of the world. (Revelation 13.7-8)
Meanwhile, God calls us to remain separate. As His holy people, we cannot join the forces of the Antichrist:
"Do not be yoked together with unbelievers. For what do righteousness and wickedness have in common? Or what fellowship can light have with darkness?... What agreement is there between the temple of God and idols?
"For we are the temple of the living God. As God has said, "I will live with them and walk among them, and I will be their God, and they will be My people. Therefore come out from them and be separate." (2 Corinthians 6:14-1 7)
Since our children belong to God, He takes care of them. If they have to share in some of the persecution, He will be with them to protect, shield, and to give spiritual compensations that far exceed the suffering. Let Him encourage your family with this promise:
"Be strong and courageous. Do not be afraid or terrified because of them, for the Lord your God goes with you; He will never leave you nor forsake you. The Lord Himself goes before you and will be with you. . . . Do not be afraid; do not be discouraged." (Deuteronomy 31:6, 8)
Death Education
The most bizarre part of global education is that in which children are encouraged to explore their feelings about death. To make sure they have feelings to explore, students visit cemeteries and funeral homes, try out coffins, watch an embalming, plan their own funerals, write their own obituaries, design their own gravestones, and practice writing suicide notes.14
In line with Simon's values clarification, these programs emphasize that suicide is a matter of personal preference and choice. With that bit of encouragement, students discuss reasons for dying and fantasize about the means offending their own lives.
"Are American public schools teaching children to hate life and love death? The answer is a resounding yes. How is this done? Through lessons in values clarification which teach hatred of life, and lessons in death education which teach love of death." (Samuel Blumenfeld, author of NEA: Trojan Horse in American Education)
Simulation games such as Lifeboat and Radiation Shelter force children to make life-and-death decisions based on what is "relevant" and "the greatest good for the greatest number."15 Students have to answer questions such as: Who should be thrown overboard to the sharks in order to save the rest: a singer, a doctor, a clergyman? Which family member must die in the nuclear holocaust (or in a cave or
in a boat accident): mother, father, brother, sister, or seff. . . ?16 Imagine the resultant confusion, nightmares, fears, and guilt in insecure children.
These exercises may be part of any class. For example, an eighth-grade English textbook used in Hingham, Massachusetts told students to write suicide notes. It gave a "relevant" example, which included this suggestion: "I can't communicate with my parents. [They] don't understand me.... "17
The University of Kentucky developed a "simulation mind game" in which the teacher guides the pupils through "a sort of séance" in a dim candlelit room. The students are told, "You will experience death and at that moment you will see yourself rise to the ceiling of this room ... [and be] content in your new state."18
Gregg L. Cunningham was an official in the Education Department's regional office in Denver until he wrote a candid report exposing the globalist program of the Center
for Teaching International Relations. Ponder his observation:
For unsurpassed morbidity... students can consider a lament that our culture does not "encourage visits" from "the spirits of the dead" (described as an "open and joyous" experience in contrast with American "uncomfortable" attitudes toward the dead).19 They are then taught to "create their own altar honoring the dead" (in amanner reminiscent of ancestor worship).20
Who promotes these courses that encourage depression and suicide? Ecologists who want to reduce the world's population to save resources? Proponents of eugenics who, like Hitler and Margaret Sanger, envision a super race rid of its weaker or less conforming members? Militant social reformers who want to desensitize youth to organized euthanasia and other forms of social killing? New Age missionaries who want to present death as a way to escape the present for a better tomorrow through reincarnation. Or New Age visionaries preparing our youth for the prophesied purge of all who commit the sin of separateness - who hinder the plan by not joining the march toward the new global society?
Most likely, all of the above. God says, "All who hate Me love death." The counterfeit army that hates God's people embraces death education and other deadly philosophies.
God's Encouragement
Our children are not immune to the world's messages. They hear the same tempting voices, the same "positive affirmations" that others hear and follow. Concerned about their spiritual safety, our Shepherd reminds them:
"Don't let the world around you squeeze you into its own mold, but let God remold your minds from within, so that you may prove in practice that the plan of God for you is good" (Romans 12:2-3).
Unless we help our children build a mental framework and filter based on biblical truth, the world's philosophies will squeeze them into its mold. Therefore it is essential that they see God as the only ultimate source of wisdom, power, and triumph.
"The Lord is my rock, my fortress and my deliverer;
my God is my rock, in whom I take refuge.
e is my shield and the horn of my salvation my stronghold.
I call to the Lord, who is worthy of praise,
and I am saved from my enemies. (Psalm 18:2-3)
Endnotes will be added later
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