"Information is
useful
only if citizens can put it into a framework of knowledge and use it to solve
problems, form values, and make choices. Education for sustainability will help them
make individual and collective decisions that both benefit themselves and
promote the development of sustainable communities. [It] must involve
everyone."
[1] President [Clinton]'s Council on Sustainable
Development
"...absolute
behavior control is imminent.... The critical point of behavior control,
in effect, is sneaking up on mankind without his self-conscious
realization that a crisis is at hand. Man will... never self-consciously
know that it has happened."
[2] Raymond
Houghton, To Nurture Humaneness, ASCD (curriculum arm of the NEA), 1970
"The
Protestant Ethic will atrophy as more and more enjoy varied leisure and guaranteed sustenance.... Most people will tend to be hedonistic..."[3]
Behavioral Science
Teacher Education Program (B-STEP), Department of Health, Education and Welfare,
1969.
"We
were trained in all phases of warfare, both psychological and physical for the
destruction of the Capitalistic society and Christian civilization. In one portion of
our studies we went thoroughly into the matter of psychopolitics. This was the art of capturing
the minds of a nation through brainwashing and fake mental health... During the past few
years I have noted with horror the increase of psychopolitical warfare upon the American
public."
[4]
Kenneth Goff, member of the U.S. Communist Party from 1936 to 1939.
Brainwashing
is not, as some anti-Christian educators and students contend, the Biblical
process of training our children to love and follow God. The word "brainwashing"
refers to a planned, step-by-step attempt to "wash" family-taught beliefs from the
minds of those who oppose government ideology. In America, it would mean replacing the old
Biblical values and world view with a new way of
thinking that would support a totalitarian agenda. In other words, every child must become a
peace
child, a willing and
active
servant of a new world order.
A
massive world-wide partnership is pioneering new strategies for social transformation. The
media, the entertainment industry, computer
companies, government agencies, educational institutions, the United Nations and its
accredited non-governmental organizations (NGOs) have all joined together in a common
quest toward a global mind change. They seek solidarity -- a worldwide unity based on a
new
set of beliefs and values. "Obsolete" and "exclusive" loyalties
to national sovereignty, Biblical values, and the unadulterated U.S. Constitution stand in
their way.
Conforming the masses to their way of thinking requires all the sophisticated tools and
tactics developed at the various "behavioral science research" institutes and
"education laboratories" established first in England, then in the Soviet
Union and Nazi Germany, and finally in the United States. If these psycho-social
engineers win their battle against an unsuspecting public, they would "wash"
away individual thinking, free speech and all the other "rights" that have made
America unique. The vacuum would be filled with lofty ideals, enticing images and
deceptive promises designed to mold minds that match their
global
vision. Group thinking and other controls and "incentives" would enforce
compliance. (See
Mind
Control and The UN Plan for Your Mental Health)
Bombard
children with mind-changing suggestions
A
familiar tale told to first-graders in Pennsylvania illustrates both the tactics and the
planned transformation of the world. We all know the story of
the Little Red Hen who wanted some bread to eat. She asked some of her barnyard friends to
help make it. But the cat, the dog, and the goat all said "no." Finally she did
all the work herself. Yet, when the bread was done and its fragrance spread throughout the
farm, her unwilling neighbors were more than willing to help her eat it.
"Won't
you share with us?" they begged.
"No,"
she answered. "Since you didn't help, you don't get anything."
In
the context of traditional values, the moral
of the story is: you get what you work for. But those who have learned to think and see
from the new global perspective are led to a different conclusion. Listen to the kinds of
questions the first grade teacher asked her class:
"Why
was the Little Red Hen so stingy? Isn't it
only right that everyone gets to eat? Why wouldn't she share what she had with some who
had none?"[5]
The
concerned mother who heard and reported this story asked, "What kinds of values were
the children taught?" The new
interpretation emphasizes
love and sharing, but what is missing?
How
might it confuse a child's values?
The
answers are obvious. The children were taught socialist values. The new interpretation
vilified values that had motivated Americans to be diligent, responsible and fair. The
teacher's questions were actually strategic suggestions prompting the group to ridicule
traditional values, to see reality and society from the new politically correct
perspective, and to intimidate and shame anyone who dared to disagree.
A
new mental "framework" is vital to this
paradigm
shift [see chart]. But to launch the
new system, the old patterns must be blurred and broken. The educational establishment knows that children who are fed
a daily diet of biblical truth will resist their plans for change. They also know that
students bombarded with strategic suggestions and idealized pagan images will probably
reject Christianity. If schools can build the "right" kind of framework or
filter in the minds of children early enough, the new global beliefs will fit right in. In
other words, the battle for the hearts and minds of America's children will be won by the side that
first trains children to see reality from its point of view.
This paradigm shift was no mystery to Aldous Huxley, author of Brave New World.
He wrote that education must provide
a mental "framework... within which any piece of information acquired in later life
may find its proper and significant place."
[6]
In the old days, that mental framework
was the biblical world view. But Huxley, like most of today's change agents, called for a
New Age/global framework. Like a filter, it blocks facts and ideas that don't fit, but welcomes input that strengthens the framework -- especially when communicated through
stories and images that stir the imagination and arouse strong feelings.
Focus on feelings, not facts
This
shift from factual education to feeling and experience-based learning began
over seventy years ago.
Through the decades, the strategies used to manipulate minds in the Soviet Union and Nazi
Germany were developed, first at the
Tavistock
Clinic near London and later at Germany's
Frankfurt
School (originally called
Frankfurt Institute for Social Research).
Their mind-bending methods soon spread to a rising number of psycho-social research
centers in America. They were fine-tuned at Columbia, Harvard, Stanford and other American
universities, at our regional
educational laboratories
[7]
and at the Aspen Institute for Humanistic
Studies where Elian Gonzales was remediated in preparation for his return to a
Communist system. (See
Elian
Starts Re-Education)
Bob Buford, former head of the Drucker Foundation for Nonprofit
Management and the founder of Leadership Network also taught the new
"Christian" leadership methods at the Aspen Institute.
More
recently, at the 1989 Governor's Conference on Education in Kansas, Dr.
Shirley McCune, then head of the Mid-Continent Regional Educational Laboratory, summarized the policy in her keynote speech:
“The
revolution… in curriculum is that we no longer are teaching facts to children….
We no longer see the teaching of facts and information as the primary outcome of
education.”[7]
"What
will take the place of logic, fact and analysis
in the coming age?" This rhetorical question was raised by Dr. Donald A. Cowan,
president emeritus of the University of Dallas. His revealing answer exposes an important
step toward the new consensus:
"The
central way of thought for this new era will
be imagination.... Imagination
will be the active, creative agent of
culture, transforming brute materials to a higher, more knowable state."
[8]
It's easy to
see why visionary change agents would prefer to inspire the imagination rather than
teach facts and logic. Unlike facts and convictions, the imagination can easily be manipulated. Today's popular books,
games and other forms of edutainment bring all kinds of suggestions and images that confuse the old ways of thinking and promote the new
values. They twist facts, turn right and wrong upside down, stir the imagination
with unthinkable suggestions, redefine words, and give new meanings to old images such
as the Little Red Hen. (See
Establishing a Global Spirituality)
Eventually,
most students become conditioned to see everything through the new politically correct
mental filter. The sight of an old social symbol (i.e. flag) or the sound of an word
they have learned to hate (pastor, evil, capitalism, etc.) can now trigger emotional reactions
that cannot be resolved with facts and logic.
A simple example
of this process was
exposed by a Christian teacher in Sunnyvale CA. During a public elementary school assembly, the
students sang the words of the Peacemakers' Planetary Anthem
to the tune of the Star Spangled Banner. This
melody, which has symbolized freedom to those who have loved America, now became a
tactical trigger used to turn hearts from the old ways to the new vision:
O
Say can you see by the one light in all
A
New Age to embrace at the call of the nations,
Where
our children can play in a world without war
Where
we stand hand in hand in the grace of creation,
Where
the rivers run clean through forests pristine....
Inspiring,
isn't it? The mental images behind those words illustrate the "visioning" part
of Outcome-Based Education (OBE) as well as
Total Quality Management (TQM). Both use the
consensus process to create the collective consciousness needed for the new communities and social
organizations.
In the classroom, this process of change often begins with
planned "visions" that
plant vivid but unrealistic goals into children's minds and emotions.
Next,
students must learn to visualize scary images of the current crisis. The crisis
is vital to the process. It provides the justification for environmental activism, government control, and unthinkable changes. So, in stark contrast to
the lofty ideal in the song above, the students must learn to feel the pain of a dying earth
abused by the ruling generation. The colorful classroom manual on global change,
Rescue Mission Planet
Earth, fits the bill. It is full of scary, sensational pictures and
misguided children's opinions that fire the
imagination and fuel anger.
Trained
teacher/facilitators turn this anger toward parents and grandparents who must bear the
blame for destroying our planet.
This is important, because -- as in totalitarian countries around the world --
children must learn to submit to state-defined values and loyalties -- not their parents
or traditional values.
|
 |
|
In Rescue Mission Planet
Earth, page after
page of pseudo-science and twisted facts prepare the reader to follow the call to political
action on behalf of the United Nations and planet Earth. Unless they know the facts,
children and their teachers will
have little resistance to the heart-breaking images of dying trees, starving children,
abused women and an overcrowded planet drowning in pollution and rising
oceans.
As Al Gore wrote in
Earth in the Balance, "I strongly urge the establishment of a
Mission
to Planet Earth, a worldwide monitoring system staffed by children...design to
rescue the global environment." |
It's all part of the plan:
create and/or publicize a crisis, vilify the "enemy of the people", then
market the pre-planned global solution to the world
-- starting with the children. As in the
former Soviet Union and Nazi Germany, the school becomes a boot camp for an army of angry and self-righteous
rescuers, ready to argue using their feelings, not facts, against anything that opposes their new
and narrow idealism. (See third point in
Paradigm
Shift)
Rescue Mission Planet Earth
is nothing less than "the children's version" of the
United Nations' Agenda
21. Sponsored by UNESCO and other UN agencies and promoted by the
President's Council on Sustainable Development (see
Local Agenda
21), the propaganda-filled children's book helps create the needed "gap" between inspiring visions and
a perceived crisis scary enough to evoke strong feelings, change values and motivate
children to government-led social action.
"We
have to re-orient education so that we turn out planetary carers (sic)," explained
David
R. Woollcombe [9],
President of
Peace Child International and head of the
Rescue
Mission Planet Earth project. He also serves as Consultant to the
Global Vision Corporation,[10] a
massive international NGO (Non-Governmental Organization) accredited to the UN
Commission on Sustainable Development. Behind the backs of parents around the
world, it works to transform the goals, the
methods, the leaders, and the process of education. "And that," continued Mr.
Woollcombe,
"...requires,
as Agenda 21 said, a re-orientation of education towards sustainable development.
It's
a revolution we're talking about here! It's going to require new materials, it's going
to require much greater involvement by young people themselves in their own teaching
and education, because actually, adults don't know as much and don't
care as much about the environment as many young people do. And it's going to require
a much better sort of facultative education, where teacher and students together are
on this exploratory journey about how you can square the circle between
economic growth and prosperity...."
[11]
Before
you dismiss Global Vision's power and influence, consider a few of its
partners
and sponsors. They include UN
agencies such as the United Nations Environment Programme (UNEP), the United Nations
Development Programme (UNDP), the United Nations Children's Fund (UNICEF), the United
Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations
Population Fund (UNFPA), the World Health Organization (WHO), the UN Centre for Human
Settlements and the UN Centre for Human Rights.
It
also includes numerous foundations, environmental groups, educational institutions, and
media and corporate giants such as the European Broadcasting Union (EBU), Princeton
University Centre of International Studies, Columbia University Department of Religion,
Mystic Fire Video, Apple Computer, Sun Microsystems, The Image Bank, Bell Labs,
Robert
Muller,
Noel Brown, Federico Mayor, Nafis Sadik, Maurice and Hanne Strong
(See
World Heritage
"Protection?"), Gro Harlem Brundtland
(Head of
The
World Health Organization),
the Dalai Lama, and movie moguls Bernardo Bertolucci and Martin Scorsese. All have joined their talents
and resources in a common pursuit of the global consciousness envisioned by the United
Nations.
A "new way of thinking"
In 1994, President Clinton’s
Council
on Sustainable Development took a big step toward that global vision. It met with an
influential group of like-minded change agents at the
Presidio – the former army base in San Francisco that now houses the
Gorbachev Foundation USA and dozens of other UN-related organizations. Its partners included
the
UN Environmental Programme, the EPA, the U.S. Departments of Education, Labor, State
and Energy,
the Council of Chief
State School Officers, the American Federation of Teachers, Stanford, Colombia and other
major universities, the Sierra Club... and the organizers of the Rescue Mission Planet
Earth project.
Their
joint report, “Education for Sustainability,” became a model for sustainable
education. Quoting David Orr, author of
Earth in Mind, it states,
"One
result [of formal] education is that students graduate without knowing how to think in
whole systems, how to find connections, how to ask big questions, and how to separate
the trivial from the important. Now more than ever, however, we need people who think
broadly and who understand systems, connections, patterns and root causes."[12]
emphasis added
"Root causes" involve far more than ecology. Anything that blocks the general acceptance of the new global
ideology is suspect and must be challenged. Traditional beliefs and values rank high on the list of villains to
their vision of peace. For example, an international "Declaration on
Tolerance,"
prepared by UNESCO and signed by its member nations, shows one of the major "root
causes:"
- "Tolerance involves the rejection of dogmatism
and absolutism."
- "Scientific studies and networking should be
undertaken to coordinate the international community's response to this global
challenge, including analysis of root causes and effective countermeasures,
as well as research and monitoring... "
- "Promote rational tolerance teaching methods that
will address the cultural, social, economic, political and religious sources of
intolerance-- major roots of violence and exclusion."
Emphasis
added [13]
The
earlier statement from Education for Sustainability stressed the "need" for
"people who think broadly and who understand
systems,
connections, patterns and root causes" from a predetermined perspective. This kind of
thinking is -- and always have been -- crucial to brainwashing in totalitarian regimes
with a global mission.
A basic goal of UNESCO’s worldwide
program for "lifelong learning" was summarized in Our Creative Diversity,
the 1995 book-sized report from the UN Commission on Culture and Development. Published
by UNESCO, it tells us that,
"The challenge to humanity
is to adopt new ways of thinking,
new ways of acting, new ways of organizing itself in society, in short, new ways of
living."
[14]
This "new way of thinking"
has become the standard for mental health in America. (See
The UN Plan for Your Mental Health)
As head of the Department of Health and Human
Services, Donna Shalala helped organize The
National Mental Health Services Knowledge Exchange Network. Ponder its
definition for mental health:
"Mental health refers to how a person
thinks,
feels, and acts when faced with life's situations. It is how people look at
themselves, their lives, and the other people in their lives ...and explore
choices." [15]
Do you wonder what Dr. Shalala and her network of
health planners would consider good thinking? Or bad thinking? This definition doesn't
tell us. But Al Gore's 1992 best-seller, Earth in the Balance, helps answer the
question:
"The fifth major goal of the
Global Marshall Plan should be . . . to organize
a
worldwide education program to promote a more complete understanding of the crisis. In the process, we should
actively search for ways to promote a
new way of thinking
about the current
relationship between human civilization and the earth."
[16]
Vice-President Gore was referring to an environmental
crisis with psychological overtones. As we pointed out in the article on
Al Gore's
Vision of Global Salvation, he has diagnosed our basic social problem in America and
suggested a solution:
"...we feel increasingly distant
from our roots in the earth...we lost our feeling of connectedness to the rest of
nature."[17]
"The richness and diversity of
our religious tradition throughout history is a spiritual resource long ignored by
people of faith, who are often afraid to open their minds to teachings first
offered outside their own system of belief. But the emergence of a civilization in
which knowledge moves freely and almost instantaneously throughout the world has. . .
spurred a renewed investigation of the wisdom distilled by all faiths. This
panreligious
perspective may prove
especially important where our global civilization's responsibility for the earth is
concerned."
[18]
emphasis
added
Al Gore's "panreligious perspective" has
helped lay the foundation for
a global environmental ethic. His vision of a "world education program" is
nearing reality. It fits right into the United Nations'
education system. This "seamless system" of partnerships and governmental
agencies around the world has two main goals:
In other words, people must learn "to look at
themselves" as part of the collective society, not as individuals. Their sense of
worth must be based on participation in the community and compliance with the new
ideology, not on individual beliefs or independent choices. A continual barrage of
classroom "assessments" and surveys must test and track how children and their
parents think, "explore choices" and draw conclusions.
To win this battle for the minds of the
world, the United Nations and its powerful partners have
agreed to put aside integrity and employ any
possible means to reach their end. But they must still must operate according to
guidelines that demand, at least, a perception of the consent of the masses.
Therefore, the means to their end must be both subtle and
deceptive, employing all the skills and strategies proven successful in the totalitarian
countries of the 20th century. Al Gore summarized the attitude behind this global agenda
well:
"Adopting a central organizing
principle – one agreed to voluntarily – means embarking on an all-out effort to
use every policy and program, every law and institution, every treaty and alliance,
every tactic and strategy, every plan and course of action – to use, in
short, every means to halt the destruction of the environment. . . . Minor
shifts in policy, moderate improvement in laws and regulations, rhetoric offered in
lieu of genuine change—these are all forms of appeasement, designed to satisfy the
public’s desire to believe that sacrifice, struggle and a wrenching
transformation of society will not be necessary."
[19]
Emphasis added
Our leaders have already shown us that
Al Gore's words, "every tactic and
strategy..." includes compromise, lies, deception, and propaganda. Where Biblical
values have been dismissed as obsolete, these tactics seem are perfectly acceptable to
those who lead this
spiritual and psychological war for control of the masses. The UN, with help from the
Clinton-Gore administration, have already re-invented the concept of government. Its new global management
system would be based on its principle of sustainable development or rather, the 3 E's:
Environment, Economy and Equity. It means using a grossly exaggerated view of the
environmental "crisis" to re-educate the masses, persuading them to accept
totalitarian tactics for redistributing the world's
economic
resources and creating socialist
equality.
(See
Local Agenda 21- The U.N. Plan for Your Community).
Take a look at the envisioned world of the 21st century:
|
|
OLD PARADIGM |
NEW PARADIGM |
|
Beliefs
|
Based
on Bible |
Blend
of New Age & earth-centered religions |
|
Culture
|
Western
individualism |
Global
solidarity |
|
Values
|
Based
on the Bible
(absolute,
unchangeable truth) |
Based
on human idealism
(easy
to manipulate) |
|
Morals
|
Moral
boundaries |
Sensual freedom |
|
Rights
|
Personal
freedom |
Social controls |
|
Economy
|
Free
enterprise |
Socialist
collective |
|
Government
|
By
the people |
By
those who control
the masses |
The
masses would be controlled through the Hegelian dialectic (consensus)
process by globalist leaders who would view the world through the new filter of
globalism. Polls, propaganda, simple slogans, and continual conflicts would be essential
to its success. In fact, the greater the perceived crisis, the faster the leader can
assume the coveted political powers that true freedom forbids. President Clinton has
already mastered these totalitarian strategies, as Mikhail Gorbachev suggested in a 1993
editorial:
"Bill Clinton will be a great president if he
can make America the creator of a new world order based on consensus."[20]
Remember, consensus demands a felt crisis, and today's moral
crisis -- created by trading moral boundaries for sensual freedom -- serves the purpose
well. The absence of absolute boundaries leads to social chaos which, in turn, calls for
social controls that would have been unthinkable under the old paradigm. In other words,
the official promotion of
sensual indulgence serves a political purpose.
Aldous Huxley summarized it well in Brave New World:
"As political and economic
freedom... diminishes, sexual freedom tends compensatingly to increase. And the
dictator... will do well to encourage that freedom.
In conjunction with the freedom to daydream under the influence of dope, movies
and the radio, it will help to reconcile his subjects to the servitude."[21]
Psalm 2 fit our times:
Why
do the nations rage and the people plot a vain thing?
The
kings of the earth set themselves, and the rulers take counsel together,
Against
the Lord and against His Anointed, saying,
"Let
us break Their bonds in pieces and cast away Their cords from us."
He
who sits in the heavens shall laugh....
Then
He shall speak to them in His wrath
And
distress them in His deep displeasure:
"Yet
I have set My King on My holy hill of Zion." ....
Blessed
are all those who put their trust in Him.
See chart:
Brainwashing & How to Resist It
Endnotes:
[1]
Sustainable America: A
New Consensus, The 1996 Report from the President's Council on Sustainable
Development, page 70, one of over 150 similar national councils implementing
Agenda
21 under the direction of the UN Commission on Sustainable Development.
(The President's Council on Sustainable Development,
1996); page 70.
[2]Raymond Houghton, To Nurture Humaneness: Commitment for the '70's (The
Association for Supervision and Curriculum Development of the NEA, 1970),
pages 46-47.
[3]
Feasibility Study, Behavioral Science Teacher Education Program (B-STEP),
Department of Health, Education and Welfare, Bureau of Research, 1969
[4]
The Soviet Art of Brainwashing: A Synthesis of the Russian Textbook on Psychopolitics, pages 19-20. Edited by the late
Kenneth Goff, a former member of the communist Party, USA, who voluntarily testified
before the Un-American Committee in Washington DC in 1939. His testimony can be found in
Volume 9 of that year's Congressional Record. A friend of mine knew him and
respected him greatly for his integrity and courage -- the willingness to risk his life
to expose this agenda.
[5]
This story was included in the first grade curriculum in New Pittsburgh, PA. The story
was also told--using the new paradigm context--at a parents' meeting explaining Character
Education. Anita Hoge, formerly a Pennsylvania mother and researcher, reported the story
to me.
[6]
James
Quina, "Aldous Huxley's Integrated Curriculum,"
Holistic
Education Journal (December 1993); 54.
[7]At
the time of her 1989 keynote speech, Shirley McCune presided over the Mid-Continent
Regional Educational Laboratory (McREL).
The
Regional Educational Laboratories are private, non-profit corporations which are funded,
in whole or in part, under Title IV of the Elementary and Secondary Education Act of
1965. Each lab operates under a contract with the Division of Educational Laboratories,
Bureau of Research, U.S. Office of Education.
[8] Spoken at a
1988 forum address at the Dallas Institute of Humanities and Culture. This address
formed the nucleus for his book Unbinding Prometheus: Education for the Coming Age.
[9]
http://www.global-vision.org/sustainability/education.html
[10] http://www.global-vision.org/
[11]
http://www.global-vision.org/sustainability/education.html
[12] Education
for Sustainability: An agenda for action, the report from the "National Forum
on Partnerships Supporting Education about the Environment," a demonstration
project of the President's council on Sustainable Development, held at the Presidio, San
Francisco, in the fall of 1994, page 11.
[13]
http://www.unesco.org/tolerance/declaeng.htm
[14] Our
Creative Diversity, UNESCO, 1995, p.11.
[15]
The National Mental Health Services Knowledge Exchange Network (KEN) at
http://www.mentalhealth.org/child/Wefsk4.htm
[16] Al Gore, Earth
in the Balance--Ecology and the Human Spirit (Boston: Houghton Mifflin Company,
1992), page 355.
[17] Ibid.,
page 1.
[18] Ibid.,
pages 258-259.
[19]
Ibid., page 274.
[20]
Mikhail Gorbachev, “New World Order: Consensus,”
The Cape Cod Times, January 28, 1993.
[21]
Aldous Huxley, Brave New World
(New York: HarperCollins, 1932),
page
xvii.
The Frankfurt Institute:
According the
Encyclopedia
of Marxism, "The Institute for Social Research was founded in 1923 by
Felix Weil to be an independent academy for Marxism intended to rival any University in
the standards of scholarship, and the institute carried out important research on the
history and condition of the German workers' movement. It was possibly the first body to
use opinion polls as a research tool."
Max Horkheimer (1895-1973), a German philosopher and
social scientist directed the Institute from 1930 to 1958. He was a "close associate
of Theodor Adorno,
who mixed Marxism with influences as diverse as Schopenhauer, Dilthey, Nietzsche and
Freud."
"After the 1923 defeat of the German Revolution, Horkheimer,
and other members of the Institute to some degree, drew the conclusion that the working
class could never be the vehicle for social change simply as a result of its position
within the production process, and concluded that only the development of theory itself
could be the scene of liberation. Horkheimer co-authored Dialectic
of Enlightenment with Theodor Adorno while in the US during the 1940s.... In
1949, Horkheimer returned to Frankfurt and re-established the Institute, and retired to
Switzerland in 1958."
"Others to be associated with the Institute as well as
Horkheimer and Adorno included Leo Lowenthal, Raymond Aron,
Erich
Fromm, Herbert Marcuse, Walter Benjamin and Ernst Krenek."
http://marxists.org/glossary/people/h/o.htm
Marxist
philosopher Herbert Marcuse (1898-1979) co-founded the Frankfurt Institute. The
Encyclopedia of Marxism, <http://marxists.org/glossary/people/m/a.htm>,
reports that...
"He
fled to Geneva in 1933 when Hitler came to power, then went to the United States in
1934, where he taught at Columbia University and became a US citizen in 1940. His
Reason
& Revolution, written in 1941, made an important contribution to the
understanding of Hegel and his influence on Marx.
"An intelligence analyst for the U.S. Army during
World War II, he headed the Central European Section of the Office of Intelligence
Research after the war. He returned to teaching in 1951 at Columbia and Harvard,
Brandeis University (1954-65), and the University of California at San Diego (1965-76),
where after retirement he was honorary emeritus professor of philosophy until his death.
"A Hegelian-Freudian-Marxist, Marcuse highlighted
the cultural forms of repression and the role of technology and the expansion of the
production of consumer goods in the maintenance of the stability of
capitalism."
The current name seems to be
Frankfurt
Institute for Transformation Studies. You may find their
Project
overview interesting.
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