"Snohomish--Here's the situation: It's the 2088 and Earth people are living on Mars. Families are much different than they were in the 1990's. Half the parents work in the mines, while the other half remain working jobs in the colonies. Every two months, they rotate places.
"Children are raised in their own camps and are taught by adults trained to give love, discipline, physical and emotional care, and education, and to take care of the households. On occasion, the parents and children spend a couple of days together.
"Here's the problem: Create a way to make sure that the time parents and kids have together is quality time.
"It's all part of Future Problem Solvers, a part of the curriculum at an area elementary school. The class, which is offered at many schools in Snohomish County and across the nation, is required for the academically capable at Dutch Hill Elementary, . . ." Ahead of their time, Students learn to think decades into the future-- The Everett Herald, Friday, June 12, 1998, page B1
"What about the children?" I said. "The group care we saw this morning must also weaken the relation between parent and child."
"It does. By design. We have to attenuate the child-parent relation for several reasons. Group care is better than parental care. In the old pre-scientific days the early education of the child could be left to the parents, and indeed almost certainly had to be left to them. But with the rise of a science of behavior all is changed. The bad repute into which scientific child care has fallen is no reflection upon our technical knowledge of what should be done. The requirements of good child care are well established. Where we have failed is in getting good care in the average home. We have failed to teach the average even the simplest scientific principles. And that's not surprising. The control of behavior is an intricate science, into which the average mother could not be initiated without years of training. But the fact that most children today are badly raised isn't all the fault of a lack of technical skill, either. Even when the mother knows the right thing to do, she often can't do it in a household which is busy with other affairs. Home is not the place to raise children. (pages 131-132)
"The weakening of the relation between parent and child is valuable in other ways," Frazier continued, with sustained gentleness. "When divorce cannot be avoided, the children are not embarrassed by severe changes in their way of life or their behavior toward their parents. It's also easy to induce the unfit or unwell to forego parenthood. No stigma attaches to being childless, and no lack of affection. That's what I meant when I said that experiment in selective breeding would eventually be possible in Walden Two. The hereditary connection will be minimized to the point of being forgotten. Long before that, it will be possible to breed through artificial insemination without altering the personal relation of husband and wife. Our people will marry as they wish, but have children according to a genetic plan." (Page 133)
The above quotations are from Walden Two, a fictional work by behavioral pschologist Dr. B. F. Skinner (1904-), written in 1948. Skinner thoroughly discusses the use of behavoir engineering to achieve the desired outcome in the Utopian society he envisions. Books by Dr. Skinner include: The Technology of Teaching (1968); About Behaviorism (1974); Science and Human behavior (1953); Reflection on behaviorism and society (1978).
Self-disclosure techniques, encounter-group methods, and values clarification exercises are not the only types of psychological education that are harshly criticized by professional in the field. "Acting Out" games, to role playing," as it is frequently called, also come under attack. These are not the "let's pretend" games of childhood they are cracked up to be for public relations purposes. If they were, there wouldn't be any particular problem with them. 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 1950's. The "games" are supposed to make the participants uncomfortable. They are intended to deliver an emotional jolt.
Elementary and secondary schools have been experimenting with something called humanistic psychology for more than 15 years. It is based primarily on the theories of the late Drs. Abraham H. Maslow, and Carl R. Rogers, although elements of Lawrence Kolhberg, Jean Piaget, Gordon Allport, Kurt Goldstein, and B.F. Skinner can be found today as well. Maslow, however, is considered the prime mover of humanistic psychology, while Carl Rogers' 19551 book, Client-Centered Therapy, and his non-judgmental method of working with troubled patients, known as non-directive therapy, are the basis for many, if not most, elementary and secondary behavioral programs today. In fact, today's primary values-teaching technique, "values clarification," is based on Rogers' non-directive therapy.... (page 72)
Before the federal government will give a single dollar to the state for education purposes, the state must formulate a set of broad education goals and narrow these down to specific objectives, called Long-Range plans. Th U.S. Department of Education sends the state directions, called "guide-lines," detailing how goals and objectives are to be written and how measurement devices are to be constructed. The locals, or LEAs, discover their goals and objectives must be written in behavioral terms. Through the state agency, or SEA, the federal government them demands that there be some accountability device to ensure that the goals and objectives are being met. That accountability device is assessment testing. Later, results of these assessments will have to be presented in a form that is compatible with federal computer systems. (Page 175)
Pupil weaknesses are identified from the "pilot" tests, and student population groups are targeted for change. From there, testing and remediation becomes a continuous "recycling" and refining process: that is, resources are requested and obtained in order to meet the new directives; change programs are implemented, with the help of change agents and state facilitators; results are evaluated. (Pages 175-176)
Educating for the New World Order, 1991,
B.K.Eakman, $21.95 postpaid.
I strongly recommend that all mothers and fathers who are concerned with their children's future read this book. Order from:
or Charge card 800 827-2499
Beverly K. Eakman launched her career in 1968 as a secondary school English teacher in California (and briefly in Texas). Over the course of ten years she taught a variety of subjects, including debate and creative writing, to students ranging from "remedial" to "gifted." In the early 1970s, she wrote an English grammar curriculum designed for Vietnamese immigrants and a unique spelling curriculum for remedial students. Both were successful and adopted district-wide. Her latest curriculum, written in 1987, is a political science text for high school students: The Strategy of Defense. It has been used in many schools, particularly in Texas and Colorado.
In the late 1970s, Eakman took the skills the Johnson Space Center, where she began writing and edition technical and scientific documents (as a NASA contractor) for engineers and scientists. She was soon asked to join the public affairs and education divisions, where she began to produce layman-oriented brochures, pamphlets, texts, and tour guide manuals on the U.S. space program. In the process, Eakman became well-versed in space medicine, Lunar geology, and other technical subjects. In 1977, she became editor-in-chief of NASA's official news publication, Roundup, Where she again worked to bring technical concepts to the layman's level. Her most notable story, "David, the Bubble Baby," in 1978, was picked up by the popular press and received national attention.
When California was considering its STW plan in 1995, state senator Bill Leonard protested in a letter to the states's school chief that bureaucrats were denying even his staff copies of STW documents that were to be the subject of public comment. Furthermore, he was aghast that a state STW committee member, without challenge from other members, had said, "By design, we are doing social engineering. We're using education to consciously invent the future of our culture and society. Let's get to it and acknowledge what we're doing"-- adding that Hitler and the fascists "gave social engineering a bad name" and "if good people were the engineers, then social engineering would be acceptable."
Responded Leonard: "It does not matter whether the engineers are Nazis or kindergarten teachers -- the idea that a government bureaucracy can better determine the direction of your child's life than the parents is frightening. It is Big Brother and it is being funded by our tax dollars right now."
Speaking of Big Brother, the prime purposes of the Cleveland meeting, according to MS. Fessler, were (1) to identify and analyze "obstacles"s to advancing the STW agenda, and (2) develop "strategies" to overcome them. Obviously, people who disagree with the government line are among the obstacles, and the powers-that-be fully intend to neutralize them.
That's the way state power function in Communist and fascist nations. It is not the way it's supposed to work in a sweet land of liberty. (Richmond Times-Dispatch, July 1, 1998. "...But How Free Is a Country in Which Elites Make Scoial Policy in Secret..." Robert Holland. STW Dissent Verboten) Home