Who Made American Schools Marxist Training Centers?

By Diana L. Anderson and Gary L. Clark

Nine Philosopher kings were commissioned to under gird the articles of Marxist faith while expunging dogma and religious doctrine. Their seeds of a pre-ordained organic philosophy were planted to upbring young sprouts to destroy the America republic and rebuild from that rubble the next Marxist country. The unrelenting pressures to indoctrinate children with the Marxist family of totalitarian ideologies that promises to ‘free the child’ comes to communities under various guises. The allure of promises made in the name of fairness, equity, tolerance and more recent of social justice has drawn a large percentage of millennials to socialism. Behind the race baited mantras, metro regional government is working for the eventual transformation of schools as learning centers staffed with soviet councils to transform neighborhoods into self-sustaining eco-villages. Children will be socialized as activists for their community to install Fascist green agendas, paired with Marxist social justice.

• Language: English
• Publisher: WestBow Press
• Release date: Oct 27, 2022
• ISBN: 9781664280205

Diana L. Anderson

Diana’s teaching experience during the first decade of a sanctioned invasion into American classrooms, put her on a path that brought her to rare conspiratorial pages that were never meant to see the light of day. Taking advise from Balint Vazsonyi, Diana joined dozens of researchers and authors to tell parents how schooling in America would mirror schooling in Soviet Russia. She has appeared as a guest on radio talk shows and speaking engagements. Gary Clark has studied world history in concert with world religions for over 50 years with a specific focus on how the American experiment has withstood the pressures of evolving world views. He has witnessed the effect of tyrannies that blur the lines that separate governments founded on God given freedoms where all people have a chance to pursue prosperity and happiness and governments that stifle individual freedom of thought, religions belief and free enterprise.

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Copyright © 2022 Diana L. Anderson & Gary L. Clark.

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Scripture quotations marked (NIV) are taken from the Holy Bible, New International Version®, NIV®. Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission of Zondervan. All rights reserved worldwide. www.zondervan.com The NIV and New International Version are trademarks registered in the United States Patent and Trademark Office by Biblica, Inc.®

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ISBN: 978-1-6642-8021-2 (sc)

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WestBow Press rev. date: 10/21/2022

CONTENTS

Prologue for Millennials

Preface

Introduction to The Society

John Dewey

Charles Judd

Nicholas Murray Butler

Chapter 1: The Yearbook

Brubacher’s Invitation

Teachers for the Future

Nine Philosopher Kings

A Way Forward

Chapter 2: The Newsletter

Will the Real Anton Makarenko Please Stand?

Pedagogy of Cooperation, Collaboration, Collectivization

Chapter 3: The Communards

The Communard Movement

Positive Peer Culture in America

Oregon’s Outdoor School Program

BOLT - Social Justice in the Outdoors

Chapter 4: Manifest for Change

Mandate for Change

Changing Habits of Mind and Heart

Critics of Change

I|D|E|A - Ideas for Lifelong Learning

Chapter 5: The Priest of Garonne

A Utopian Democracy

Patterns for Lifelong Learning

Maritain’s Mission

Global Education

Constructivism – A Self-investigation of the Truth

Maritain and Alinsky

Heretics of Democracy

Chapter 6: The Naturalist

Environmental Fascism

Realist Philosophy

A Sustainable Order by Executive Order

No Child Left INSIDE Act

Justice for Climate Change

Gaian World View

Chapter 7: Babel Rising

First Rung

The Second Rung

The Third Rung

The Fourth Rung

Rhetoric of Religion

Burk and Marx

Kenneth Benne & Operation Bootstrap

The Tower of Babel

Chapter 8: Greene’s Gospel

Critical Race Theory

CRT Seeded into Civics Education

Chief Diversity Officers aka Soviet Politruks

Social Justice for Toddlers

The Anti-defamation League – ‘Fighting Hate for Good’

The Injustice of Critical Race Theory

Ethnomathematics – Putting Social Justice into Equations

Egalitarian Envy: The Political Foundations of Social Justice6

Whole Child Pedagogy

Chapter 9: Existential Angst

Robert Ulich, the Universal Man

Birth of a Collaborative - CASEL

Positive Behavioral Interventions and Supports (PBIS)

Lev Vygotsky – Toward a Marxist Psychology

Ulich’s Community House

Existentialism of the Frankfurt School

Chapter 10: Tales from the Vienna Circle

Logical Positivism – The Unity of Science

One Language for the World

Feigl - On Religion

The Marriage of Science and Religion

The Uncertainty of Probabilism

Chapter 11: Plato’s Sophist

Riddle of Lifelong Learning

The Unlearning Agenda

Critical Attitudes for Good Thinking

Feibleman - the Polymath

Chapter 12: A Village Education

Community Learning Centers

The Utopians

The Neighborhood Unit

The Mahalla

The Neighborhood Unit Battle Lines

Eco-village Design

Mahalla Committees in America

Chapter 13: A Protopian Future

Perennial Philosophy

Amonashvili – Spiritual Nature of the Child

Protopia

Lenin’s Seeds in Roosevelt’s Office

The Seeder from Iowa

Latvia

Earth Charter Spirituality

Agenda 2030 & Metro Governance

Great Reset – ‘build back better’

Astana – A New Capitol for the World?

Post-Modern Reset

Epilogue

Bibliography

Glossary

End Notes

DEDICATION

We dedicate our work to the many teachers that have continued to defend freedom of speech and traditional academic instruction, despite the unrelenting pressure to indoctrinate children with totalitarian ideologies promising to ‘free the child’. One particular teacher, Lois Maxwell., has our admiration for her tireless lifelong commitment to preserve American life and informing parents of the insidious nature of progressive school reform. Another is Mr. Walker, a retired Army Ranger Captain, who loved to teach his 6th grade students how great the United States of America has been since its birth. All other forms of freedom killing governments will always be deadly. Because absolute power corrupts leaders absolutely. Freedom always gives people life.

PROLOGUE FOR MILLENNIALS

"When we get ready to take the United States, we will not take it under the label of socialism…. We will take the United States under labels we have made very lovable; we will take it under liberalism, under progressivism, under democracy. But take it we will."

(Trachtenberg, Communist Party USA) ¹

Surviving in Romania under communist rule, Dr. Ileana Johnson Paugh said We did Have equality . . . Equal misery, equal suffering, equal maltreatment, equal poverty, equal beatings." ² For a hundred years, children living behind the ‘iron curtains’ of Marxist countries knew equal treatment brought equal failures and equal humiliations. In the former German Democratic Republic (GDR), to ensure children saw each other as equal, toilets had no cubicles, and thus no privacy. Children simply had to get over their stage-fright to relieve themselves in front of classmates. ³ In our present state, the US Democratic Republic, unrelenting changes have awakened parents to the maddening policies of non-gender bathrooms in schools and again, Marxists in the Oregon legislature passed the Menstrual Dignity Act, sanctioning the installation of new tampon dispensers in boys’ bathrooms, ⁴ a step closer to total equality. Millennials need only to listen to those who remember growing up in communist controlled countries to perceive Marxist progress at work.

In Soviet Russia the silence was deafening. Oksana Golovnia recalled; Papa whispered in my ear: ‘Never say anybody’s name when you are in a public place’. To my inquiring and frightened look, he then said aloud: Don’t those little dumplings look just like little ears! I knew what he meant to say – that someone sitting near by was listening. . . ⁵ Innocence is stolen. Friendships are tenuous where ever Marxist ears are listening. Klara Sever warned; One could never be too cautious. You trusted only very few friends, that meant your little circle was small and sometimes getting smaller and smaller, depending upon who was disappearing. ⁶ Eli Naser remembers his childhood in Cuba after Castro seized control. Persons who applied to immigrate were termed Gusano, meaning earthworm. As a Gusano child I could not receive milk. Milk was reserved for the children of faithful party members. I could no longer play with the neighborhood children. ⁷

Lifelong Learners will answer the Marxist call to act for the local benefit of communities and the global betterment of the planet. You are now teaching, training our children, to be social justice warriors and to loathe our country and our history. ⁸ A mother, having fled from China’s ‘Cultural Revolution’ to live and raise her children in a free country, is re-discovering Communist China in America. Growing up in Mao’s China, all of this seems very familiar, she said. We were also encouraged to report on each other, just like the Student Equity Ambassador program and the bias reporting system. . . Lifelong Learning is not exclusive for the young. What will manifest in re-vitalizing American neighborhoods for the future will require sustainable practices for survival. In Romania, people grew their own vegetables in personal gardens. Engineers, programmers, teachers, were assigned, by their employers, small lots of land outside of their cities. On weekends, armed with hoes and shovels, many traveled to their lots to cultivate potatoes and tomatoes. ⁹ Canceling or curtailing traditional forms of public service, such as law enforcement, will be supplemented by ‘volunteers’. In Soviet Russia, men and women over eighteen years of age are required to serve three months each year as assistants to the militia, helping to ‘protect social order’. . . [and] social property, to escort prisoners to the nearest place of imprisonment. . . to carry out measures against violation of obligatory decrees, and to carry out decisions and sentences of the courts. ¹⁰ This duty commences when the controlling forces have the upper hand. In order to ‘protect the social order’, cleansing a communized country of the elderly and dissidents attached to the old order is necessary to preserve the purity of a Marxist utopia. The ‘killing fields’ of Cambodia left only the young to exist in fearful villages. Leng Houth, born in 1951 told a story of young brigades charged with disposing of the unwanted; One night I saw a young group of Khmer Rouge soldiers, they must have been around 13 or 14 years old. These boys were holding ropes and knives in their hands and they took the four Chinese families and killed them. I know they killed them because the next day, I saw the same boys wearing the Chinese families’ clothes. ¹¹ (Cambodia, 1977)

The discovery of hundreds of massive graves give testimony to the genocides, political executions and man-made famines, causing upwards to 94 million deaths, counted in the Black Book of Communism. Between November 1917, when the communists came to power in Russia, and the North Korean famine in the mid-1990s, communists were responsible for deaths of at least 154 people every hour. ¹² Totalitarian governments view their populations as organisms, no better than any other creatures, useful to the state unto even an early death. As a child in North Korea, Ji Seong-ho was so malnourished that he fainted while trying to steal coal to sell for food. A train severed his left leg and fingers, and he underwent surgery without any anesthesia. The police would torture him and +say, Cripples bring shame and should die. He resolved to escape. Ten thousand harrowing kilometers on crutches later, he earned his freedom and became a heroic witness against communism. ¹³Communism will never rest as a benevolent dictatorship. It will always seek to destroy. Patrisse Cullors, co-founder of Black Lives Matter, was shameless in stating; We are trained Marxists. ¹⁴ BLM reflects Mao Zedong, who released the hellish minions upon the Chinese people.

• Mao was a Marxist

• Mao was an atheist

• Mao used minority abuses to fuel his cause

• Mao appealed to the youth

• Mao inspired student and union protests

• Mao used violence and fear to accomplish his goals

• Mao destroyed statues and history books in an effort to erase history

• Mao desired to destroy the government system to replace it with a Marxist structure. ¹⁵

The allure of promises made in the name of fairness, equity, tolerance and more recent of social justice has drawn a large percentage of millennials to socialism. Choosing socialism as the preferred economic construction for a nation is forcing everyone under a welfare state, devoid of freedom and independent decision making. All socialist promises are lies. What lies within the pages of this book are rare pieces of a larger picture puzzle, that will help in the battle to oust the vulgarity of communist ideology in America.

PREFACE

Two stories, one told and one untold, would emerge out of the formation of an appendage for the United Nations in order to ‘construct defenses of peace in the minds of men’. At the end of CAME conferences in London, 1945, one story tells of a new UN wing that was christened as UNESCO, a story told by those faithful to the Greek god Janus, a guardian of gates and times, especially in a transition between war and peace. Their initial proposal for UNESCO’s title reflects the guardians’ untold story, the United Nation’s Education, Science and Reconstruction Organization’s intent to restructure society. One man in the American delegation would rise as the 3rd Director of UNESCO in 1953, the man for whom a semi-secretive society would honor his request to find consensus between modern philosophies for international restructuring efforts and programs. UNESCO’s peace mission hinged on securing support from 5th column sympathizers for the sake of a new spirituality, in total disregard of their own public avowed support of freedoms declared by the United Nations. They set out to find the means to continually dismantle dogma and doctrine and erase the competitive nature of man. They would forge a new society dedicated to environmental and social justice. Ultimately a new reset has begun to reorient whole neighborhoods toward a design made by gardeners of a modern Janus.

There is no other direction to go when one is either blessed or cursed with primary resources that have not seen the light of day for most Americans. Medford Education Institute’s newsletter detailed a visit by Dr. Mikhail Krasovitskij in 1996 who shared a collective vision in school reform. As a former Director of the Institute for Advanced Teacher Training in the Ukraine, he spoke of Russia’s ‘new education values’ while retaining the collective nature of Soviet schooling. The names and objectives the newsletter possessed would press any teacher to search for more information – Soloveichik, Amonasvili, Karakovsky, Gazman, Noddings, Fromm, Lenin and Makarenko. On reading Krasovitskij’s admiration for Anton Makarenko, one could imagine him on the Steppes of Russia teaching orphans. No mention of Anton Makarenko as the revolutionary Hero of Red Labor, whose duty was to create the new man for Soviet socialism. No mention is made of Makarenko’s application of Marxist-Leninist doctrine in the creation of children’s labor colonies or his membership in the secret-security organ, the NKVD. No mention is made of Eric Fromm’s time at the Frankfurt School revising Marxist strategies in the formation of Critical Theory, ergo Critical Race Theory. Nel Noddings’ feminist bias wishes to abandon the traditional college-bound curriculum for existential discussions of war, poverty, crime, racism, or sexism. ¹⁶ Alexander Karakovsky, took indoctrination outdoors to communard camps, soon to be replicated in Oregon’s Outdoor School initiative. Shalva Amonashvili would survive to inculcate a spirituality into those souls needed for the expansion of socialism. Simon Soloveichik, the journalist, kept Russian teachers apprised of the Commune Movement, led by Oleg Gazman to emancipate children from the authority figures to self-regulate in their collective endeavors. The School of Slavonic and East European Studies at the University of London bears out the survival of the Commune movement by adding a leaven of freedom in the classroom; what was known as the rehabilitation of individuality and how it could be maintained within the school collective. ¹⁷ Schooling in America would mirror Schooling in Russia.

Dated 40 years earlier, at the request of the National Society for the Study of Education (NSSE) nine philosophers and nine consultants, were tasked to under gird UNESCO’s democratic charter. After co-drafting the Universal Declaration of Human Rights, Jacques Maritain, with the charter in hand, was sent on a mission to build consensus among Marxists, Georgists, Positivists and Christian humanists. The sole purpose was to promote an organic ideology for world peace This would require the dismantling of religious dogma and doctrine where ever it existed in American institutions. Anton Makarenko, the ‘father of Soviet education’ was resurrected from the grave as a consultant for the execution of Marxism in American school reform. They focused on the vital sense of direction fascist and communist education seemed to possess. ¹⁸ An organismic pedagogy was contrived as the means in constructing a sustainable learning society. The founding guardians of UNESCO believed they were anointed to ‘create peace in the minds of men’ and a global ‘lifelong learning’ mantra was their dark guise for unlearning dogma in any form, unlearning traditional morality and unlearning patriotism to one nation under God.

The Newsletter’s seven pages was the beginning of a 25-year journey It is men, not organizations, that conspire and only by removing their masked appearances in symposiums and similar venues, can one see how they persisted in destroying the creeds and doctrines that afforded freedom. They were saying ‘we are going to teach students how to think’. What they didn’t say was what they wanted students to think about, how to act or what to believe. They said they would ‘empower students’, provide greater ‘opportunities to learn’, to’ bridge the gaps. Rather, they are being trained to mimic the moral certainty of ideologues. ¹⁹ (Boghossain, 2021)

For a decade after WWII, growing fear of communism impelled local school leadership to inform students of Marxist ideology required to understand the stark differences between a government founded on God given freedom compared to the false freedom promised by oppressive dictators who take all freedom from the people who believe their lies. An indelible mark of Marxism is the deceit imbedded in all oppressive political systems. The unmistakable marks of Marxism can be seen most clearly by asking and answering these 3 questions. First, does it provide and protect freedom for everyone without exception? Second, does it promote division between socio-economic, religious or ethnic people groups? And third, does it create a mountain out of a mole hill that requires a government excavator to remove it, when a simple shovel will do, which everyone has in their garage.

Decades of confounding progressive reforms, disguised with new terms attached with vague definitions, are neither transparent for parents nor do the terms hold any ominous meaning for their children. What harm could there be in calling for unity in diversity? How can we mistake the meanings of ‘equality’ and ‘freedom’ so ingrained in our nature and nation, when used in the present tense of radical changes? Why were experimental designs purposely implemented in disadvantaged urban schools? Had measures of school reform to bridge the gap between deficiency and excellence in scores been a ruse in deferring to equity in education, where all students are schooled for equal outcomes? Has school reform been synonymous with predesigned utopian agendas? Haworth and Elmore tell us that we have a right to a new utopia, a transformative vision of society and interconnectedness where learning supports justice, redefined relations with the rest of nature and the creation of healthy communities. ²⁰ In truth, the transformation of society is centered on training activists for social justice, indoctrinating environmental agendas for climate change and forming healthy neighborhood village soviets in urban America. Slowly, methodically, Marxist ideologies, inclusive of Critical Theory was reaped to be the grist for ‘underdeveloped communism’. Faced with nation-wide school closures, parents are wondering what choices will be offered and what a new normal will mean for their children. The ‘deep state’ of post-modern philosophy calls forth a "great reversal of the sovereign’ for a ‘great reset’ - all things would be reversed, the last would be first, the first last’.

Rather than breaking chapters into a discussion of 9 progressive philosophies, which has little or no interest to the man on the street, we have unmasked the actors, past and present, that seek to destroy objective truth, excellence in education and a future of prosperity for our young people. It is not without some discomfort that we do so. Who Made American Schools Marxist Training Centers is about Neo-Soviets on the school grounds, the cloning of Critical Race activists, the new urbanization of neighborhood villages and the Protopian future of schooling. The hidden prophets for the reconstruction of America do not merit the comfort zone of a NSSE privately published Yearbook. It was ordained to be a ‘non-system’ yet an ‘ideology’ had emerged from the abyss to hand deliver the chaos required to destroy freedom and to control the masses who have been taught to never not be afraid.

All italicized words are from quotations, from sources that are obliged to be open to the public scrutiny in answer to their collusion. Any additional NSSE Yearbooks mentioned will be noted with its year of publication. Otherwise ‘Yearbook’ will always refer to the 1954 issue. Some illustrations can be viewed in color. Check the endnotes for their sources. Your patient study of this volume is where our hope lies in parents deciding to remove their children from public schools having been transformed into re-education camps. Each goal of the Communist Manifesto has been achieved and is now in the red zone at the goal line. Our goal line stands for Freedom, and we must do everything we can to leave it all on the field until the last whistle blows. This is the landscape we live on. Now we must take care of the weeds and fertilize the good crop of freedom for this and the generations to come. We must be in it to win it.

INTRODUCTION TO THE SOCIETY

"Foul deeds will rise, Though all the earth

o’erwhelm them, to men’s eyes." - Hamlet

Today, the people who stand on the shoulders of giants for personal gain and notoriety cunningly forged a future for our children with no shoulders to stand on at all. Children are to unlearn Western thought and tradition and as Allan Bloom penned, they had learned to doubt beliefs even before they believe in anything. ²¹ The Society said your children are not to inherit any body of knowledge today, time is precious and there’s too many facts to learn and sentences to read, let alone too many authors. So, over the decades teachers have adapted piece meal changes in their respective classrooms, perceiving them as ‘new’ and ‘possibly better’, sensibly taking what works for their students, though, unwittingly speaking the rhetoric of progressive change.

The conception of a National Society for the Study of Education (NSSE) began with the publishing of the Herbart Society’s first five Year Books ²² (1895-1899) for the purpose to promote a totalitarian avant guard system. Colonel Francis Wayland Parker’s voice echoed into the 21st Century; A school should be a model home, a complete community, an embryonic democracy, ²³ a future learning community, to free the child from authority figures and serve as a neighborhood resource in a new ordered society. The University of Chicago press has published the NSSE’s biannual yearbooks since 1902, until 2008 when they were housed with the Teacher’s College Record (TCR) at Columbia University to continue publication. ²⁴ Of special significance are the years 1942, ‘54 and the 1958th Yearbooks, expressly dedicated to UNESCO’s objectives in seeking a common prescription for global unity. The NSSE sold the yearbooks for interested parties at prestigious graduate departments at universities; Membership is not transferable; it is limited to individuals and may not to be held by libraries, schools or other institutions, either directly or indirectly. ²⁵ The hypocrisy of the Society’s ‘professional’ officers is unconscionable, as the Latin root ‘profess’ means ‘to declare openly’. Over one hundred years of influence pedaled out to university elite members would be an attractive incentive to boost a contributor’s resume. No leaf was unturned in the exploration and experimentation for progressive reform.

The Society echoed a unity in diversity of pedagogical solutions to correct the state of the perpetual presence of conditions found in any 20th Century education ‘crises. Behaviorists and humanists both perceived traditionalist schooling as flawed and to no purpose for the greater good of society. Submissions for study ranged from practical discussion of subject matters to theoretical propositions to philosophies speaking to epistemology, aesthetics or ethics. For one hundred years, a distinguished series of inflated hubris ordained how the child should act, what his/her needs are and what are the desired outcomes for the larger society. It fell to the Board of Directors of the Society to select the subjects to be investigated and appoint committees calculated in their personnel to insure consideration of all significant points of view. ²⁶ Significant to their purposes was changing citizenry toward a universal world view. Nelson B. Henry was the more prolific of the Society’s officers and personified the impact all the officers who furnished contributions in the past. His published works touched on every facet of schooling and captured interest worldwide. ²⁷ What remained in the background before the advent of the internet may now be as open as Dante’s Inferno. It began with John Dewey, Charles Judd and Nicholas Murray Butler.

John Dewey

The NSSE’s founders with their colleagues, positions and financial backers were able to cultivate the future ground forces in major universities to the future detriment of American children. The most notable NSSE founder was John Dewey who held an honorary chair servicing the Association for the Advancement of Progressive Education (AAPE), a precursor to the Progressive Education Association (PEA). Led by Stanwood Cobb, a number of moneyed women sought to mainstream progressive ideas in public schools. The symbolic presence of Marietta Pierce Johnson’s organic school in combination with Stanford Cobb’s spiritual benefactions at the AAPE’s first meeting made for a friendly collaboration in adoption of seven tenets of progressive education. ²⁸

1. Freedom for children to develop naturally

2. Interest as the motive of all work

3. Teacher as guide, not taskmaster

4. Change school recordkeeping to promote the scientific study of student development

5. More attention to all that affects student physical development

6. School and home cooperation to meet the child’s natural interests and activities

7. Progressive school as thought leader in educational movements ²⁹

The massive online accounts of Dewey’s pedagogical creed of pragmatism can be easily condensed to a classroom of self-governing children, a democratic environment free from the constraints of traditional learning. Like other ‘fellow travelers’ John Dewey visited Soviet Russia at the invitation of Anatoly Lunacharsky and Lenin’s wife, Nadezhda Krupskaya. Under the auspices of the American Russian society for Cultural Relations with Russia, a US branch of VOKS acted as an international ‘friendship society" ³⁰ Friends of the revolution were eager to visit Lenin’s utopia and likewise Dewey met with Soviet educator, Lev Vygotsky, in hopes of sharing and expanding their pedagogical wares. Dewey’s concepts in Educating for Democracy were widely read by early Soviet revolutionaries. The National Education Association conferred on Dewey, the title of ‘honorary president’ the same year the Humanist Manifesto was released. Dewey relegated doctrinal truth into Nietzsche’s abyss; There is no God and no soul. Hence there are no needs for the props of traditional religion. With dogma and creed excluded, the immutable truth is also dead and buried. There is no room for fixed, natural law or permanent moral absolutes. ³¹ (Dewey, 1933) Dewey said nothing about religions holding to progressive revelations or theologies steeped in cosmic modalities, found in New Age beliefs. Dewey’s distaste for the Constitution is unassailable. Faithful to pure communist ideology, Dewey’s view of a democratic form of government was void of fixed natural laws. This flies in the face of history’s foremost thinkers who believed natural law was innate unto man;

The concept of ‘natural law’ is central to the western tradition of thought about morality, politics and law. Although the western tradition is not united around a single theoretical account of natural law its principal architects and leading spokesmen – from Aristotle, and Thomas Aquinas to Abraham Lincoln and Martin Luther King – have shared a fundamental belief that humanly created ‘positive’ law is morally good or bad – just or unjust – depending on its conformity to the standards of a ‘natural’ (viz. moral) law that is no mere human creation. ³² (R. George, 2001)

I will put my laws into their hearts, and in their minds will I write them. Hebrews 10:16 KJV

Outwardly, the American Humanist Association praised Congress’ recent December 21, 2020 Senate Resolution 458 to denounce the criminalization of blasphemy, heresy, and apostasy around the world while emphasizing our country’s continued commitment to championing the freedom of thought, religion, conscience, and belief for all people everywhere. ³³ One must ask, have today’s humanists departed company with Dewey? Or was it mere rhetoric for the herd?

[C]hange must come gradually. To force it unduly would compromise its final success by favoring a violent reaction ³⁴ (Dewey, 1898)

Charles Judd

As the Director of the School of Education at the University of Chicago, Judd wrote The Evolution of a Democratic School System (1918), a guidebook for grafting socialism into American institutions. The feeling has been steadily gaining strength that our generation must shake off the institutional traditions of a past age and organize a sound scheme of democratic education. ³⁵ Henry Suzzallo, former President of the Carnegie Foundation for the Advancement of Teaching. opened the introduction saying; It is probable that at the close of the great emergency (WWI) in which we now find ourselves this nation will undergo a notable reappraisal and a considerable reconstruction. ³⁶ A first step in grafting democracy into education was in the pursuance of increasing central government control. Barriers to a transformation to democratic schools were listed; 1) The right to read the truth for one’s self, 2) the local management and control of schools and 3) the lack of vocational specialization in the lower schools. ³⁷ Yes, progressive socialism and UNESCO grant that children should have the right to ‘fundamental education’, in order to read indoctrinating literature themselves. And, vocational school to work is a current reality. Judd obtained a PhD at the University of Leipzig under the tutelage of Wilhelm Wundt’s psychology while fetching Germany’s constructs for Volksschtde (Folk School) to strengthen teacher training in America. Judd, fairly content with the democratic nature of locally controlled American schools, was of the same mind as Marx; religion was the opium of the people. Religion is an instrument in the hands of the ruling class to keep the people obedient. ³⁸ (Judd, 1918) Therefore an organic unison of society needs citizens that are emancipated from nationalistic fervor and traditional parental axioms. Local control, whatever its shortcomings, has carried us past that danger (monarchial control). Our task now is the constructive task of building up a new kind of central control. ³⁹ Judd cautioned against using coercive measures for top-down construction, relating the failure of a soviet-style enforcement of vocational education in Connecticut. The law required that that parents and masters do breed and bring up their children and apprentices in some honest lawful labor. . . if they will not nor cannot train them up in learning, to fit them for higher employments and if any of the selectmen, after admonition by them given to such masters of families, shall find them still negligent of their duty, . . . ⁴⁰ (Judd, 1918)

Judd’s secondary purpose in writing for future democratic schooling was his desire to see the concept of junior high schools as buffering the sharp delineation between the lower and higher grades, as it is within the ages of eleven and thirteen specialization (vocationalism) in some useful work can be accomplished. Justifying early soviet-style job placement is made for the fascist economic benefit of society. Our merchants and manufacturers, made aware of our deficiencies by the competition they have met in the world’s markets, have been demanding the substitution of vocational training for wasteful general courses. ⁴¹ As the Director of the School of Education at the University of Chicago for 30 years his influence shaped thousands of teachers.

Nicholas Murray Butler

NSSE’s third founder’s penetrating career spanned 43 years as President of Columbia University. Having secured Carnegie support, Butler was able to launch the creation of the Teachers College at Columbia and the College Entrance exam process. Having received 37 Honorary degrees from universities and accolade from 15 governments, while leading the Andrew Carnegie Endowment for International Peace, his thoughts were foundational to the formation of international governance. The present League of Nations is resting on an outworn and insecure foundation. A New League is needed to cope with the complexities of a modern world – a League fashioned in terms of today and tomorrow. ⁴² (1934)

His close association with Carnegie and as Chair of the Lake Mohonk Conference on International Arbitration, winning the Nobel Peace Prize in 1931 and his contribution to the Kellogg-Briand Pact were all reasons Roosevelt called him ‘Nicholas Miraculous.’ He was William Howard Taft’s running mate in 1912 and The New York Times printed his Christmas message every year ⁴³, inflating his egocentric propensity. Discovered in the Butler papers, he calculated a self-aggrandized comparison of himself along-side Roosevelt, Stalin, Hitler, and Mussolini. Courting a long friendship with the Italian dictator; Butler’s friendship with Mussolini, and his fascination with the dramatic economic changes that fascism had so quickly wrought in Italy, led Columbia’s president to ardently declare in his essay New Critics of Democracy that "Fascism is a form of government of the highest order of excellence. ⁴⁴ Dinesh D’Souza’s expose, The Big Lie: Exposing the Nazi Roots of the American Left probes the myth of major distinctions between Fascism and Communism. In 1933, Columbia University invited the German ambassador to speak on campus, ⁴⁵ not without some protest, and not alone in its sympathies with Nazi academic institutions. James Conant, Harvard’s own President shared a cup of tea with Ernst Hansfstaengl, head of the Nazi Press Bureau under Joseph Goebbel’s Propaganda Ministry. ⁴⁶ (D’Souza, 2017)

Without opening the book, Allan Bloom’s title, The Closing of the American Mind, would have been sufficient warning of what was soon in store for American education. His seat at the University of Chicago afforded him the insight to view the hosts of expatriates, with their philosophical baggage in hand to unload their worldview onto American society. It was German/Austrian philosophies in the nature of Marxism/Fascism, logical positivism and deconstructivism that either before the war or afterwards pervaded these institutions. Robert Bellah devoted 3 pages in The Good Society to expressly give a thumbs down to Alan Bloom’s expose. Bellah accused Bloom of drumming up a bizarre conspiracy theory ⁴⁷ of emigres shoring up German Philosophy to instill moral relativism in American universities. Despite its best seller status, Closing the American Mind reaped ridicule no less caustic than the conservatives endure today. Having witnessed the emerging social sciences based on equality and the welfare state, Bloom made an entry in a small corner of his book stating; what remained was to complete their democratic project. ⁴⁸ Bloom was pointing a finger at the band of socialist professors at the University of Chicago. Time would prove, their democratic project was a never-ending story. A story beginning with Judd’s democratic guidebook for populating the academies with the science of socialism based on egalitarian equality of all members of the welfare state. This is the state of America today.

In defense of Bloom, it was a conspiracy. Under the auspices of the National Society for the Study of Education, nine philosophers and their consultants were solicited toward the infusion of a rational theistic re-education for a peaceful future, aiming at the destruction of ‘dogma and doctrine’. Vienna Circle’s own Herbert Feigl was among them. Representing a broad range of thought, finding a common philosophy for any purpose would be a difficult undertaking. The ‘Nine’ dismissed religion altogether or at maximum gave a short nod to spirituality. Former Univ. of Chicago Marxist professor and the 12th Librarian of the US Congress, Daniel Boorstin predicted; If there was to be a new American religion of education, the universities were its cathedrals, just as the high schools later would become its parish churches. ⁴⁹ (Boorstein, 1973)

The Yearbook traveled much like the German baggage did arriving to American shores, stuffed between layers of endnotes in volumes of little interest to lay Americans. For all the future references to the 9 philosophies presented, few future educationalists exposed UNESCO’s role in relation to them. A complete list of the 9 Yearbook philosophers and their consultants must have made a deep impression on Edward Power. His short History from the Ancient World to Modern America thought this particular Yearbook, time and place, merited a larger space to say explicitly what these 9 philosophers were about. Out of loyalty or fear, Power omitted any reference to UNESCO’s role in this conspiracy; The Therapy prescribed for America’s educational illness, according to these authors, is a peaceful socialist revolution to with the right kind of education can make a contribution by sponsoring a democratic, revolutionary socialist movement. Such a movement should aim toward equipping the people to reform oppressive economic institutions and turn them into cooperative enterprises where men and women are liberated. Although not a river of this economic bandwagon, education occupies a prominent front seat. ⁵⁰ (Power, 1996)

It is to the NSSE’s 1954 Yearbook, Modern Philosophies in Education, that the following chapters and their officers, philosophers and consultants are bound to.

Beware lest any man spoil you through philosophy and vain deceit, after the tradition of men, after the rudiments of the world, and not after Christ. (Colossians 2:8, KJV)

CHAPTER 1

The Yearbook

⁵¹

Educating shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

[Article 26, United Nations General Conference – San Francisco, 1948]

D espite his lifelong loyalty to John Dewey’s pragmatic pedagogy, fate faltered in positioning John Seiler Brubacher as the Father of American Education, as it was his texts that ‘shaped the direction’ of the teaching profession for decades. ⁵² Concentrating on the comparison of numerous philosophies that have historically steered the universities, it was Brubacher’s fate accompli to bring about a unified philosophy for UNESCO’s objectives. Initially the Conference of Allied Ministers of Education (C.A.M.E.) christened the UN’s newest appendage, the UN Organization for Educational and Cultural ‘Reconstruction’. But it was not solely for the reconstruction of a war-torn world that the Ministers were gathered. In a move to hide their true agenda, the American delegation scratched the term ‘reconstruction’, choosing a more amicable name – the United Nations Education, Scientific and Cultural Organization. ⁵³ Penned by Archibald MacLeish, UNESCO’s Preamble proclaimed its mission. Since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be constructed. ⁵⁴ UNESCO was born. Before its official launch, efforts towards a unified philosophy were sought by the National Society