Educating for the New World Order

by B.K. Eakman

The primary issues raised in Educating for the New World Order are:

A large number of standardized tests, administered annually to millions of
school children throughout the United States and Canada, have been found to
contain a substantial number of "affective" questions which have nothing to do
with evaluating those students' academic accomplishment or potential.

The "correct" answers to these questions, according to the test
developers, have a common theme running through them . . . that of subordination of self to group. This is clearly contrary to the principles we are trying to convey to our children -- such as in anti-drug programs -- that they shouldn't feel they must do something just because their friends do.

In some areas, such as Pennsylvania, schools which administered such tests
have later received "supplementary" instructional materials to be used in short-term programs. Although Pennsylvania Department of Education officials
maintained that the tests did not contain affective questions, the "supplementary" materials made no pretense of the fact that their purpose was to "remediate student attitudes." Pennsylvania mother-become-activist Anita Hoge discovered references which tied the version of these supplementary materials to the way students in a school or district responded to the affective questions on those tests. Moreover, because these supplementary materials were delivered to schools through the Intermediate Education Districts, they were not necessarily put through any review at the local level as to their appropriateness.

Recently, tests began requiring students to supply their social security
number, in direct contravention to the federal Pupil Privacy Act (which
President Clinton is rumored to be considering eliminating). Why should the
SSN be necessary? The tests are primarily intended to assess the academic
progress of groups of students, not individuals. The results of those
tests, however, are often stored in non-secure computerized databases.
Even if no abuse of those data is intended, the potential exists for
Johnny's daddy to run for public office and be faced with questions about
personal or family beliefs based on how a 10-year-old answered vague questions
on a test 15 years before!

When challenged, state education officials deny that affective questions
appear on the tests, but when claims are proven, tests have been withdrawn.
Similar tests reappear months or years later under a new name.

Finally, it should also be noted that, for the most part, local educators
are just as ignorant of the issue as parents. Standardized tests are prepared
at the behest of state or even federal educational agencies. The actual
contracted authors of those tests are often restricted to a small group of
individuals or organizations which specialize in that task. Tests are sent to
schools, which are instructed not to read the tests, and often not to even
open
the box until test day. Completed tests are to be immediately sealed and
returned for grading. These steps are quite reasonable, as they minimize the
potential for cheating or "teaching for the test." But they also assure that
local teachers and administrators -- unaware of the contents of the tests --
are often in the unenviable position of defending such tests merely on the
assurance of others that the tests are completely benign.

Nobody seriously doubts that values are implicitly transmitted during
normal
everyday instruction in school. But there is a huge moral gulf between that
and explicitly teaching values or attitudes. There is heated debate
over how to teach relatively straightforward subjects such as reading and
mathematics; do authors and promoters of these tests realistically expect
there
to be genuine consensus about whose beliefs are to be taught in
preference to others? Unlikely, at best.

The continued abuse of the standardized testing process documented in
Educating for the New World Order and its sequel, Microchipped,
threatens the reliance and faith placed in those tests to help assess the
effectiveness of our school systems. And as long as politicians and
educational bureaucrats continue to try to "reform" or redefine education as a
series of fuzzy, amorphous "Outcomes" that defy any reasonable effort to
quantify, our schools are in danger of losing an already tenuous focus on
their
purpose.

The fundamental question surrounding the issue must be: In whose vision of
the future is a new world order to be structured? In that of the government
and the myriad special interests that wield influence there? We hope not.

291 pages, Paperback

First published June 3, 1991

About the author

Beverly K. Eakman is a former teacher and speechwriter, and a retired U.S. Justice Department employee. She is now a Washington, D.C.-based freelance writer and author.

Known as Education's Whistleblower, she is a veteran of over 650 nationwide radio and television talk shows and over 150 speaking engagements.

Her articles on education, mental health and privacy issues have appeared in such national publications and online news sites as NewsWithViews, Education Week, Chronicles Magazine, The Washington Times, National Review, Crisis Magazine, Vital Speeches of the Day, and The Washington Post.

She is the best-selling author of Cloning of the American Mind: Eradicating Morality through Education, Educating for the New World Order, Microchipped: How the Education Establishment Took Us Beyond Big Brother and How to Counter Group Manipulation Tactics.

Her latest book Walking Targets: How Our Psychologized Classrooms Are Producing a Nation of Sitting Ducks points to an agenda that begins with government-controlled childrearing and force-feeds young people a pseudo-education under the cover of mental health, safety, jobs, and something called lifelong learning. Walking Targets is a wake-up call for parents and educators alike. With over 40 articles covering education, family, behavioral science, mental health, privacy, political correctness and manipulation of public opinion the reader will come to see how educators and provocateurs are driving a wedge between parents and their children. "

Reviews

[Norbert · Rating 5 out of 5]

Remember this book was written in 1991. Fourteen years ago. I read the 4th Edition (1992). Everything mentioned in this book that was present in 1991 was originally planned in 1905. Everything mentioned in the book for future plans has come to pass and is fully implemented today (2015).
Public Law 92-318. Section 432 expressly forbids the federal government establishing or developing
curriculum. lol.
Public Law 96-88, Title I, Section 101, no. 3: "The primary responsibility for the child's education belongs to parents." lol.
The government says that they don't collect personal data on students. Test questions relate to bodily functions, religious beliefs, sexual behavior and fantasies, parents' method of reward and punishment,sexual abuse, and more.
Sample question: I have had no difficulty in starting or holding my bowels or urine. T or F.
The supercomputer, the Elementary and Secondary Integrated Data System, went through in 1988.
"The "role playing" of the classroom setting is "sociodrama" -- a social adjustment exercise conceived by the late Dr. Jacob Moreno, who pioneered the use of the strategy with severely disturbed mental patients in the 1950s." This is what the government thinks of your children; severely disturbed, because they may not believe in the new social order. "... that in a democratic society parents have no right to make decisions for their children ..." Remember Public Law 96-88. ...responsibility for the child's education belongs to parents.
In response to an inquiry Asst. Sec. of Ed. responded: "that there was no testing of attitudes by the NAEP, that no national data bank existed, .. was in no way involved .." What about the super computer and the type of test questions? The goal of education today is "functional literacy" (or "minimum competency"). Functional = usefulness. What we hear so often today about the populace that they are "useful idiots." For the people to know how to read a traffic sign and pass the driving test. And, we can see the students in the inner cities can barely do that.
Elitists pick the leaders, not based on intelligence but by their attitude. The leaders, though, are not told they were picked so as not to destroy their ego. Obama is a picked "leader."
"The leaders of tomorrow (which is today, 14 years later)will have to be the best "followers" who have ever existed! They can never be "their own man." (Read the control over Obama by Valerie Jarrett.)
This is the futurists' "new world order."
In the program B-STEP, pg. 253 is devoted to an intended manipulation of the media. Fourteen years later, (today) they have succeeded. Three elitists groups control the vast percentage of all the forms of media.
The public gave up the three R's and got back the three "I"s: ignorance, illiteracy, and illegitimacy.
Time-Out Boxes are used where children are placed in boxes for one class period to a full day while other students throw in trash and grass. Some children have had to be taken to child psychologists to undo the damage. Parents either know nothing of this or are too afraid of the all-powerful educational elites.
Suicide rates among children have tripled since "Suicide Prevention" programs have been introduced. The students are taught that suicide is a way out to avoid unsolvable problems.
Illegitimacy and venereal disease rates have gone up since explicit sex education was introduced in the schools. Because of the failure of the program the suggestion was; "More explicit sex education at still younger ages."
Minorities were the first guinea pigs for psychological change programs ... it was okey to see what would happen if they were manipulated this way or that. "Perhaps behaviorists expected less fuss to be raised by their parents?" How right they were. Only one mother had the gumption to discipline her rioting child in all of the thousands of parents in Baltimore. The real problem is that the majority of the minority population don't know that they have been brain-washed and think that the way they act today is the correct way. Most can't figure out that there is a better place to live than in a ghetto, ridden with crime and a failing educational system. Believe me, there is a better way. By merely not voting for those who have kept you there for years.
When in 1983, the suggestion that the schools should not be molded to the will of a small elite ...
and steps must be taken ....
None were.
Here we have a country whose greatest educational achievement of the past two decades has been to turn out functional and cultural illiterates. We have change agents posing as teachers, teachers posing as therapists, and therapists posing as curriculum specialists.
What else could possibly go wrong?
Has any school forms you filled out asked for their SS#? Violation of their constitutional rights.
I put a sticky only at the most egregious points of contention. Although I marked 43 areas I only mentioned a few here. The reason is that I got to the point that I wanted to go outside, bury myself in the snow until I froze to death. I would have but I just didn't feel like it just now.

[Zalee Harris · Rating 5 out of 5]

I am proud owner of an autographed copy of this special book. B.K. and I became pen pals in 1999. Dated March 4, 1999, she mailed the signed copy of this book to me because I could not find a copy; but someone I knew, knew how to contact her directly and the rest...

If you like the who-done-drama movies - turn off the TV and read this book. You will not be able to sit in one place. Your mouth will fly open in amazement. You will have to tell someone about what B.K. reveals in this wonderful piece. Incredible detail. She name names. She gives dates. She blows the whistle and opens the right door.