THE 4 KEY POINTS:
*John Dewey. The “father of American Education” and the first honorary President of the NEA, Dewey co-wrote the Humanist Manifesto. He wrote and taught extensively about how God is a myth and the only real religious pursuit is man pursuing his own goodness and potential.
Dewey is still revered today by the NEA and progressives world wide.
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*Many of the same people who supported the NEA were instrumental in starting and supporting the UN. As the UN was established, it began working on national, state and local levels through community organizers. The NEA has been the staunchest ally of the UN plan for a global curriculum based on humanism.
*The NEA became international in scope and very powerful by merging with the International Teachers Union. The NEA President at the time of the merger became the International leader of the new ITU. Through the ITU the NEA now had a platform to transform education worldwide.
*UNESCO was created by the UN to develop a global education curriculum and ultimately a governing body. The NEA in its annual conventions endorses UNESCO’s goals and agendas, supporting the UN at every turn.
The NEA is committed to implement the UN global curriculum of humanism, based on the teachings and inspiration of John Dewey.
GLOBAL CONNECTIONS AND UN PARTNERS
1935. In a report presented at the 72nd annual NEA meeting, Willard Givens (later NEA executive secretary) wrote: “A dying laissez-faire must be completely destroyed and all of us… must be subjected to a large degree of social control. .. The major function of the school is the social orientation of the individual. It must seek to give him understanding of the transition to a new social order.”
1942. The editor of the NEA Journal, J. Elmer Morgan, wrote an editorial titled “The United Peoples of the World.” In it, he explained a world government’s need for an educational branch, a world system of money and credit, a world police force, “a world bill of rights and duties.” (December 1942), page 261.
1946. In his NEA editorial, “The teacher and World Government,” J. Elmer Morgan, wrote, “In the struggle to establish an adequate world government, the teacher… can do much to prepare the hearts and minds of children…. At the very top of all the agencies which will assure the coming of world government must stand the school, the teacher, and the organized profession.” The NEA Journal (January 1946); 1.
1946. The NEA printed “National Education in an International World” (Teacher’s College): The establishment of [UNESCO] marks the culmination of the a movement for the creation of an international agency of education…. Nations that become members of UNESCO accordingly assume an obligation to revise the textbooks used in their schools…. Each member nation… has a duty to se to it that nothing its it curriculum… is contrary to UNESCO’s aims.”
1946. An NEA-sponsored “World Conference of the Teaching Profession” drafted a Constitution for a World Organization of the Teaching Profession. It would be “a mighty force in aiding UNESCO” said William Carr (associate secretary of NEA’s Education Policies Commission).  Cuddy, 24.
1948. Julian Huxley (first Director-General of UNESCO) wrote in UNESCO: Its Purpose and Its Philosophy: The general philosophy of UNESCO should be a scientific world humanism, global in extent and evolutionary in background… In its education program it can… familiarize all peoples with the implications of the transfer of full sovereignty from separate nations to a world organization…. Tasks for the media division of Unesco [will be] to promote the growth of a common outlook shared by all nations and cultures… to help the emergence of a single world culture.”  Cuddy, 25.
1976. An NEA program titled A Declaration of Interdependence: Education for a Global community, was made available to schools across the country.
1981. professor Benjamin Bloom explained that the International Association for Evaluation of Educational Achievement (IAEEA ) “is an organization of 22 national research centers which are engaged in the study of education. This group has been concerned with the use of international tests…. The evaluation instruments also represent an international consensus on the knowledge and objectives most worth learning.“
1985. The curriculum arm of the NEA, the Association for Supervision and Curriculum Development (ASCD) co-sponsored an international curriculum symposium in the Netherlands. According to Education Week, the ASCD executive director, Dr. Gordon Cawelti “urged representatives of other Western nations and Japan to press for the development of a ‘world-core curriculum‘ based on knowledge that will ensure ‘peaceful and cooperative existence among the human species on this planet’.”This World Core Curriculum would be based on the teachings of theosophist Alice Bailey who received her channeled instructions from her spirit guide, Djhwal Khul. The framework would be written by occultist UN leader Robert Muller. His beliefs and influence are explained in “The International Agenda.”
1988. In “Globalism Tramples on American Values,” Dr. D. L. Cuddy wrote: “…an American Forum on Education and International Competence will.. have workshops on such topics as ‘Developing Strategies for Internationalizing State Curriculum’ and ‘Political/Religious Challenges to Global Education.’… According to a report by the Study Commission on Global Education, all school courses should be ‘infused with a global perspective.'” St. Louis Post-Dispatch, May 12, 1988.  Cuddy, 81.
1993. The 240 international affiliates of the NEA and the American Federation of Teachers joined to form Education International (EI). Its new president was the former head of the NEA, Mary Hatwood Futrell.[
NEA’S REVOLUTIONARY GOALS
1948. The NEA… produced a set of international guidelines called Education for International Understanding in American Schools – Suggestions and Recommendations. It included this statement:
“The idea has become established that the preservation of international peace and order may require that force be used to compel a nation to conduct its affairs within the framework of an established world system. The most modern expression of this doctrine of collective security is in the United Nations Charter… Many persons believe that enduring peace cannot be achieved so long as the nation-state system continues as at present constituted. It is a system of international anarchy.”
1956. Former teacher, Communist and Union organizer, Dr. Bella Dodd states, “…the Communist party whenever possible wanted to use the Teacher’s Union for political purposes but the party had a definite interest in education also. The Communists in the Teachers’ Union were for progressive education. We were its most vocal and enthusiastic supporters…. Most of the programs we advocated, the NEA followed the next year or so.”  Cuddy, 32.
1962. An editorial in the Chicago Sun-Times states: “…real control over the nation’s children is being shifted rapidly to the NEA. That organization has about completed the job of cartelizing public schools education under … an organization known as the National Council for Accreditation of Teachers Education, an agency whose governing council is tightly NEA controlled. … The manner in which the NEA is usurping parental prerogatives… is…very simple: control the education and hiring of teachers.”  Cuddy, 35.
1967. Working with the educational establishment, Carl Rogers (1964 Humanist of the Year) wrote a book called “A Plan for Self-Directed Change in an Educational System:” “…the goal of education must be to develop individuals who are open to change… The goal of education must be to develop a society in which people can live more comfortably with change than with rigidity.”  Cuddy, 40.
1970. The Association for Supervision and Curriculum Development (ASCD), the curriculum arm of the NEA, published To Nurture Humaneness: Commitment for the ’70’s [NEA, 1970). The visionary statements of its authors are coming true in our times:
“The old order is passing…. The controls of the past were sacred…. Social controls cannot be left to blind chance and unplanned change — usually attributed to God. Man must be the builder of new forms of social organizations…. Here education must play a stellar role.” (Dan W. Dodson, Professor of Educational Sociology at N. Y. University)
“The school will need to be supplemented by neighborhood family centers which provide infant care and developmental activity…. Education may well begin at birth in cooperative family centers. (Francis Chase, Professor Emeritus of the University of Chicago)
“Many daily decisions and value judgments now made by the individual will soon be made for him… How to plan for one’s children’s education will be partially taken out of his hands. (John Loughary, Professor of Education at the University of Oregon.”
1972. NEA president Catherine Barrett said, “We are the biggest potential political striking force in this country, and we are determined to control the direction of education.”
“Those who rose highest in the public schools establishment and the NEA were those most strongly committed to secularism and statism,” wrote Blumenfeld. Those two complementary philosophies fueled the vision of NEA leaders who sought an utopian world, freed from Biblical constraints and ruled by humanist politicians and taught by progressive educators. Parental rights and religious freedom would be swallowed up by the surpassing rights and rules of the greater community — the controlled collective. Sam Blumenfeld, 31.
Consensus & Change through Group Dialogue
1948. B.F. Skinner (1972 Humanist of the Year) described a society in which children are reared by the State rather than their parents, are never punished, and learn only “desirable” characteristics from birth.  Cuddy, 25.
1952. In Crowd Culture, Dr. Bernard Bell warns: “To the Dewyites, a sound education is one which accustoms the pupils to discover group convictions and then conform to them. This is known as ‘becoming socially adjusted‘. … they assume that … the group is always more trustworthy and wise than anyone within it.” Cuddy, 29.
1952. National Training Laboratories (NTL) becomes a part of the NEA. In 1986, it will be separated under the name NTL Institute for Applied Behavioral Science. 29
1967. The NEA Journal published “Helping Children to Clarify Values” by Louis Raths, Sidney Simon and M Harmin. It said: “The old approach seems to be to persuade the child to adopt the ‘right’ values rather than to help him develop a valuing process….”
Professor Sidney Simon went a step further. His book, Values Clarification-A Handbook of Practical Strategies for Teachers and Students, added a more intrusive note to the vast selections of manipulative values-changing strategies used to speed the social transformation. Among the classroom exercises which soon filtered into textbooks and schools everywhere was a tactic called “values voting.”… For example, “How many of you
think there are times when cheating is justified?
regularly attend religious services and enjoy it?
would choose to die and go to heaven, if it meant playing a harp all day?”
1968. NEA president Elizabeth Koontz tells the American Association of Colleges for Teacher Education that “The NEA has a multi-faceted program already directed toward the urban school problem, embracing every phase, from the Headstart Program to sensitivity training for adults– both teachers and parents.”
1969.Today’s Education, an NEA publication, contains “Forecast for the ’70s,” by Harold and June Shane. They wrote, “…ten years hence it should be more accurate to term [the teacher] a ‘learning clinician.’ This title is intended to convey the idea that schools are becoming ‘clinics whose purpose is to provide individualized psychosocial ‘treatment’ for the student, thus increasing his value both to himself and to society.” Children would “become the objects of [biochemical] experimentation.”
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