by Berit Kjos
For
background information, see The UN Plan for Your Mental Health.
Notice
the international focus on "prevention."
"Role playing is an excellent tool to highlight the hidden
influences... or... the hidden commandments of the family...."
[1]
Robert
Hawley, Value Exploration Through Role Playing, 1975.
"...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 values both to himself and
to society...."
[2]
Today's Education, January 1969.
Cynthia, a concerned mother from the Seattle area, doesn't want her local
public school to monitor her family’s values. Naturally, this letter from her son’s
4th grade teacher troubled her:
Dear
Parent or Guardian:
In
the next several weeks, your son/daughter will be participating in the 4th grade unit
of instruction on:
Personal
Safety (child sexual abuse prevention)
Includes
T.A.L.K. Theater for 2nd, 4th, and 8th grades.
Please
refer to the brochure sent to you in the fall for specific information about the
various components of our comprehensive health curriculum. If you have any further
questions, please feel free to contact me.
Sincerely,
|
No brochure had arrived, so Cynthia asked the teacher for a copy.
Since it failed to answer her questions, she called the district
Curriculum Director. He explained that a group of trained actors would put on a play
"with the
kids." The presentation would show different
ways to deal with adults who might make them feel uncomfortable by their touching or
talking.
Cynthia asked
if she could watch this illuminating drama with her child. He said no; other children might not disclose
abuse if parents were present.
"Are you
basically looking for kids that have been abused?" she asked.
Again the
answer was no, but he admitted that students sometimes disclose personal secrets to an
adult after a performance. The actual purpose of the theater, however, was to provide
children with skills on how to handle confusing and uncomfortable situations. The
facilitators or actors -- joined by a professional psychologist -- would be trained to
look for kids who were "plugging their ears," "covering their face" or
showing other signs of discomfort.
Cynthia didn't
ask what the school would do with children who plugged their ears or were suspected to be
"at risk." Later she wondered. Would the psychologist counsel or cross-examine the child?
Would Child Protection Services be called? Could the child be removed from the family?
Psychological
profiling and other intrusive
tactics are already devastating families across the country -- for many reasons unrelated
to sexual abuse. Children have been removed from loving homes because of anonymous calls,
subjective speculation, unfounded accusations and irrational hostility against Christian
parents whose uncompromising beliefs and values are considered inappropriate preparation
for the pluralistic 21st century community.[3]
After all, home-taught values could block willingness to compromise and conform.[4]
During the
last century, progressive leaders have been equating hate with faith -- and Christian
child raising with emotional
abuse. Consider this 1946 statement by Dr. Brock Chisholm, former head of the World Health
Organization. :
"We
have swallowed all manner of poisonous certainties fed us by our parents.... The results
are frustration, inferiority, neurosis and inability to... make the world fit to live
in....
"It has
long been generally accepted that parents have a perfect right to impose any points of
view, any lies or fears, superstitions, prejudices, hates, or faith on their defenseless
children.... [People with] guilts, fears, inferiorities, are certain to project their
hates on to others.... Such reaction now becomes a dangerous threat to the whole
world...."[5]
emphasis added
Two years
later, the International Congress on Mental Health met in London where it presented a
report titled "Mental Health and World Citizenship." It said,
"…hostility
or excessive nationalism may become deeply embedded in the developing personality... often
at GREAT HUMAN COST...Change will be strongly resisted unless an attitude of acceptance
has first been engendered."[6]
With help from
the media, that "attitude of acceptance" has been engendered. Public schools
have become therapy centers, immersing children in outrageous sex-education and
multicultural experiences, values clarification and other forms of group therapy
designed to
T.A.L.K.
Theater fits right in. "It’s psychological examination on the students without
parental consent," says Cynthia. "There is no opt-out form and no written
permission slip for parents to sign."
That’s
because the educational establishment knows that many parents would oppose their inexcusable
tactics – if they discovered them. So they hide them from traditional parents while
seeking support from more liberal parents, community groups and agencies.
For
example, the Massachusetts
Department of Education website tells us
that
“comprehensive
school health education is a vital component of state-wide education reform.... Through
collaboration with one another, health educators, academic teachers, and support staff
can address a panoply of interrelated health topics....”
Those
topics include AIDS education, belief and value systems, child abuse and molestation,
discrimination, sexual orientation, family lifestyles and relationships, hate speech,
violence prevention and other issues critical to social engineering. Each would be
discussed through “innovative, student-centered teaching methods that foster critical
thinking skills and responsible decision making” such as peer education, question
boxes, role playing, improvisational theater.... [8]
Theater and role-playing are powerful tools for social change. The
explicit purpose for bringing these processes into schools was exposed by Fannie
and George Shaftel in their 1967 manual for change: Role-Playing for Social Values:
"Once
values are out in the open, they can be looked at, considered compared with
alternative values. Only then can one criticize, evaluate, deny or confirm and
reconstruct one's value system. Children can be helped to... develop an explicit set
of values. In group discussions, in role-playing enactments... they can explore their
values and learn the process of criticizing and reconstructing them... under skilled
guidance.
Teen violence, family breakdown, rejection of truth
and mockery of parents are just a few of the devastating consequences of today's psycho-social
manipulation. To stand against the skilled guides of this global age, we must know God's Word, wear The Armor of God,
encourage each other, pray for guidance and look to the only One who
can lead us through the battle in triumph. His faithful servant, Jehoshophat, expressed
it well:
“We
have no power against this great multitude that is coming against us; nor do we know
what to do, but our eyes are upon You.” 2 Chronicles 20:12
1. Robert
Hawley, Value Exploration Through Role Playing, 1975. Cited by Dennis
Laurence Cuddy, Ph.D., Chronology of Education with Quotable Quotes (Highland
City, FL: Pro Family Forum, 1994), page 57.
2.
Harold and June Shane, "Forecast for the '70s" Today's Education,
January 1969.Seeing parents as an enemy, the Shanes also warned that "Educators will assume a formal
responsibility for children when they reach
the age of two... [with] mandatory foster homes and 'boarding schools" for children
whose home environment was felt to have a malignant influence." Cited by Dr.
Dennis Cuddy, page 43.
These threats have become a frightening reality.
Those who have followed the "child abuse," know well that subjective and
unreasonable accusations from coast to coast have led to horrendous violations of parental
rights. With the million dollar rewards offered states with high foster care and adoption
statistics, government workers are on constant lookout for "abused" children and
uncooperative parents.
3."The
goal of education must be to develop a society in which people can live more comfortably
with change than with rigidity. In the coming world, the capacity to face the new
appropriately is more important than the ability to know and repeat the old."
Carl Rogers, "A Plan for Self-Directed Change in an Educational System" Education
Leadership, May 1967.
4. See http://www.justiceforfamilies.com,
National Outrage and
What
Happened To Parents' Rights?
5. G.B. Chisholm, "The
Re-establishment of a Peacetime Society," Psychiatry, February 1946, pp. 7,
9-10, 16, 18.
6.
We have a copy of this document.
7.
See Brainwashing in America at http://www.crossroad.to/articles2/brainwashing.html
8.
See Glossary at http://www.crossroad.to/text/glossary.html
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