"We must help parents to pass on their values to their children," announced President Clinton in a Rose Garden message on April 30, 1999. "We must help parents fulfill their most important responsibilities."

Some parents may like to hear that the president will "help" us do our job. Others shudder. They don't want Clinton's army of social engineers to tamper with their family's values. They don't trust his attempts to "fix" the social conditions that led to the Littleton shooting. And they fear that Clinton would use this crisis, as he has every other crisis, to persuade the masses to accept more government control.

A glimpse back into the seventies and eighties shows how Clinton helped create the conditions that weakened the role of parents. For example, his touchy-feely "Governor's School" -- an annual summer school for selected Arkansas high school students -- modeled many of the same psycho-social strategies for changing values that were used in Littleton. Founded in 1979, it infused its lessons with values-clarification, socialist economics, radical environmentalism, and shocking suggestions designed to "free" students from parental authority and traditional values.

Author Ellen Gilchrist, a guest speaker at the school, summarized this particular objective well. "Students do me a favor," she told the selected crowd of Arkansas youths. "Totally ignore your parents. Listen to them, but then forget them. Because you need to start using your own stuff, your real stuff that you have."[1]

In his April 30 speech, Clinton also touted the "mental health" system being implemented in America under the guidance of the World Health Organization (See The UN Plan for Your Mental Health):[2]

"Because many parents need help in recognizing the signs of illness in their children, we're working to expand access to mental health care for children of all ages. Next month, Mrs. Gore will host the first White House Conference on Mental Health. We are also working to expand counseling, mentoring and mental health services in our schools."

In the context of public health management and surveillance,[3] mental health deals primarily with politically correct thinking, not mental illness. According to a government definition, "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."[4]

The old ways of thinking don't fit the new paradigm or worldview. Global citizenship requires collective thinking, not individual thinking. People must learn to see themselves as part of the group, and their worth depends on service to the community. Solidarity and consensus are in. Christianity, individual worth, and national sovereignty are out..

 

	OLD PARADIGM	NEW PARADIGM
Beliefs	Based on Bible	New Age, earth-centered blend
View of self	Individual	Part of a greater whole
Values	Based on Bible	Human idealism based on consensus

It's up to our schools, media, Hollywood, and all the other parts of UNESCO's "lifelong learning" program to conform the masses to the new ideology -- and thus "promote. . . the optimal development of the mental health of the population."[5]  Professor Benjamin Bloom, called the Father of OBE, summarized their mission well: "The purpose of education and the schools is to change the thoughts, feelings and actions of students."[6]

This process of change includes strategies that produce cognitive dissonance or moral confusion. In Clinton's Governor's School, the students were immersed into a seductive fantasy world that made traditional values seem unreal. The consensus process forced them to conform to a radical idealism that built hatred, not tolerance, for contrary opinions. So, by the time they left the school, an imagined utopia seemed more real than the actual world. As in Soviet brainwashing, they had been weaned from truth, facts, logic and reality. Their conscience had been twisted, their emotions destabilized, and their minds prepared to be manipulated. Would this be considered mental health by our global managers?

The transition back to reality -- to home, family and normal life -- was painful. For some it was devastating. "When I came back home, I sort of wrote a suicide note to myself," confessed LeAndrew Crawford, a former student. "Not actually wanting to kill myself, but wanting to kill the reality of what society had been teaching me for so long. . . . I was totally down, because my family just didn't feel like my family. . . . I didn't want to be back."

Brandon Hawk did commit suicide within a year after attending "mysterious cult-like meetings" which continued even after he left the Governor's School. Hearing about his death, other concerned parents contacted Brandon's parents.

"They see the same thing in their kids that we saw in Brandon," the father explained. . . . They just sort of walk off and leave the family."

All the above quotes exposing Clinton's Governor's School came from Jeoffrey Botkin's documentary video, The Guiding Hand: The Clinton Influence on Arkansas Education. Through interviews with former students, parents and staff members, he unveiled the radical social philosophy behind "lifelong learning" and Clinton's education reform.

"They're taking the best, the cream of the crop... the leaders in our next generation," said former student Steve Roberts, "and pushing into them the values that Governor Clinton has -- that the leftist media has -- the values that go totally against what this nation was founded on. This is what I was exposed to. There wasn't any warning, there wasn't any one that said, 'Okay, now you're going to have to take all the values that you grew up with and put them on a shelf and be exposed to this.' If my parents had known what was going on there, they wouldn't have let me go."

So, what was going on? The most revealing evidence of planned mental programming with an ominous resemblance to the Communist "re-learning"[7] comes from those who participated. Consider their testimonies as recorded in The Guiding Hand:

ISOLATE STUDENTS FROM FAMILIES AND THEIR VALUES

"For the six weeks ... they are not allowed to go home except for July the Fourth. They are discouraged from calling home and talking on the phone. They can receive mail but they are encouraged to have as little contact with the outside world as possible. So it's a closed campus." (Shelvie Cole, psychologist and concerned mother)

"I don't think a lot of people understand what is going on... I felt that I needed not to talk about it. I don't know why. Maybe because we were supposed to stay here and the fact that we couldn't leave... I just felt like, hey, I'm not supposed to talk about this. No one else... who had gone before would talk to me about it." (Kelli Wood, former student)

DISCREDIT FORMER AUTHORITY FIGURES:

"Students do me a favor. Totally ignore your parents. . . . . " (Guest speaker Ellen Gilchrist quoted by a student)

"[The instructors] tear down their authority figure system and... help establish another one... the student himself. They convince the students that 'You are the elite. The reason why you're not going to be understood when you go home -- not by your parents, your friends, your pastor or anybody -- is because you have been treated to thought that they can't handle.' ...[This] intellectual and cultural elitism gives them the right... to say, 'We know better than you.'" (Mark Lowery, former director for Governor's School publicity)

REINFORCE NEW LIBERAL, ANTI-CHRISTIAN VALUES:

"We watched movies like Harvey Milk. We learned about gay life -- those things that your parents say, 'This is wrong... You shouldn't see this type of thing because, hey, that's just not right...'" (LeAndrew Crawford, former student)

EMPHASIZE FEELING-CENTERED (affective, not cognitive or rational) TEACHING:

"Rather than learning what 2 and 2 equals, they would be asked what they feel about 2+2. Right now we have a move going on in our Arkansas schools called restructuring, where they are trying to get away from more objective, substantive learning into this subjective area of feelings." (Mark Lowery)

"I guess, if I could express myself, I'd close my eyes and just think, let things wander through, because that is just the type of sensation you got in Bill's class." (LeAndrew Crawford)

"You would think that there would be some academic challenges... getting ready for college... The main textbook that I remember from there is a book called Zen and the Art of Motorcycle Maintenance and the book is totally. Hindu religion defined." (Steve Roberts, former student)

PROMOTE AN ALL-INCLUSIVE PANTHEISTIC SPIRITUALITY:

"It was kind of like that Baha'i idea. How you have Islam, Baha'i, Muslim, Christianity... They're all different kinds of trees, but underneath, its root system grows together [and] is the same god." (Steven Allen, student)

INSTILL THE TARGET BELIEFS -- A 'NEW' SOCIAL AND POLITICAL AGENDA:

"They're bringing a political agenda in the guise of academic excellence. . . . It was something that was well orchestrated, well organized, it was mind-bending and manipulative. And the faculty all knew that it was going on." (Steve Roberts)

"I think the whole intent of the Governor's School in taking 350 - 400 students per summer, is to pick out the four, five or six students that could be political leaders and then to mold their minds in this more liberal and humanistic thinking. . . The greatest influence of the Governor's School is to promote the thought. . . that to be considered intellectual by your peers. . . you have to be a liberal thinker... [This is] not teaching . . . but indoctrination." (Mark Lowery, former director)

"Prominent themes promoted by this school include radical homosexuality, socialism, pacifism and a consistent hostility toward Western civilization and culture, especially [America's] Biblical foundations." (Jeoffrey Botkin)

INCLUDE DEATH EDUCATION:

[Voice of student heard while classroom video shows morbid scenes]: "I saw bones, skeletons, dead bodies after dead bodies after dead bodies."

BUILD ALLEGIANCE TO THE NEW COMMUNITY:

"A lot of places. . . even Christian camps, you get that stress about 'What am I doing wrong?' . . .There it was like, hey, I can talk to God! Me and God are one, the world is one... Jump up and down, you know, just twirl around."

"They say relaxation, but there is a word past relaxation. There's a word in between the feeling of relaxation and love that we've missed. I don't know the word, but I came up with my own. I called it AGaia [he spelled it Ayuguya] . . . . A lot of my friends went around [saying], "Hey, Gaia, Gaia, Gaia. . . You know peace, love happiness. . . Bringing back the hippie age, I guess you would say." (LeAndrew Crawford)

GIVE AN ILLUSION OF FREEDOM WITHIN THE CLOSED COMMUNITY -- ANYTHING GOES:

"You could dress just about any way you want. We had almost naked people. It was real liberal. . . an awful lot of cursing." (Mike Oonk, former student)

IMMERSE LEARNERS IN A FANTASY WORLD WHERE ALL SEEMS PERFECT:

"The students. . . say, 'This is the perfect place. I never want to go home.' I caught myself saying that several times." (Mike Oonk)

After Brandon Hawk's suicide and the subsequent fear and confusion, concerned parents in Arkansas asked the same kinds of questions raised after the eruption of evil in Littleton. Why did it happen? Will it happen again? Could it happen to my child? What should parents do?

Indoctrinating students with pagan beliefs, socialist values, utopian dreams, and idealized love will lead to personal despair and social chaos. But that result fits the battle plan of globalist autocrats just fine. Notice in the chart below that America's biblical boundaries set the stage for personal freedom. But today's change agents demand social controls, and they needed social chaos to justify their oppressive action. That means replacing moral restraints with sensual freedom. Not only does it unravel the old social order, it gives an illusion of new-found freedom.

"As political and economic freedom diminishes," wrote Aldous Huxley in Brave New World, "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 which is their fate." [8]

 

	OLD PARADIGM	NEW PARADIGM
Morals	Biblical Boundaries	Sensual freedom
Rights	Personal freedom	Social controls
Economy	Free enterprise	Socialist/Collective
Government	By the people	By those who control the masses

The Guiding Hand includes glimpses from a documentary video promoting the Governor's School. In it, former Governor Clinton shared his enthusiasm for his education model. "It would be impossible for me to describe to you just how exciting and unusual this educational adventure is," he said. Illustrating death education, the same video shows a group of students lying on the floor while a teacher asks, "Are you ready to divorce yourselves from your bodies?"

Clinton pushed the same brainwashing strategies in Arkansas' public schools. When he lost the governorship to Frank White, his successor was shocked to discover the "garbage in the curriculum." White tried to introduce conventional moral values to the school, "but Clinton accused White of badgering educators," says Jeoffrey Botkin, who produced The Guiding Hand.

"The school simply went underground with its controversial philosophy until Clinton returned as governor. Since then, the full curriculum at the Governor's School -- including illegal psychological testing -- has been more carefully concealed from parents and voters."

This same transformative process lies at the heart of Goals 2000, the massive education program signed into law by President Clinton in 1994. But Clinton was no newcomer to an international team of change-agents. In 1989, he led the national Governor's Conference on Education. It's six goals for U.S. education matched UNESCO's six education goals, which were introduced the following year at the 1990 UN World Conference on Education for All.

Do you wonder how Clinton was linked to UNESCO? During the eighties, he served on the Study Commission on Global Education with globalist leaders such as --

1. Professor John Goodlad, who served on the governing board of UNESCO's Institute for Education.[9] In 1970, he warned his fellow educators that "most youth still hold the same values as their parents.... If we do not alter this pattern, if we don't re-socialize.... our society may decay."[10]

2. Ernest Boyer, President of the Carnegie Foundation for the Advancement of Teaching, which had been funding global socialist causes since the start of this century.

3. Frank Newman, president of the Education Commission of the States, which serves as an unelected body of social engineers who have been coordinating the writing of uniform education laws and standards in states from coast to coast.

Together, they prepared a report titled The United States Prepares for Its Future: Global Perspectives in Education. In the Foreword to the Report, New Age networker Harlan Cleveland, author of The Third Try at World Order, wrote:

"A dozen years ago... teaching and learning 'in global perspective' was still exotic doctrine, threatening the orthodoxies of those who still thought of American citizenship as an amalgam of American history, American geography, American lifestyles and American ideas. . . . It now seems almost conventional to speak of American citizenship in the same breath with international interdependence and the planetary environment."[11]

"Conventional" to whom? And who were the obstacles to progress in this report?

THE REAL REASONS FOR SOCIAL DECAY

God's Word alone can break through the human speculations and answer the hard questions that followed the Littleton crisis. Three key Scriptures show the decline of America.

First, in 1 John 5:19 we learn that "the whole world is under the control of the evil one." Satan, who hates God and His people, has been given power to influence and inspire all who refuse to follow the Shepherd. Freed from parental authority through government schools, few children can resist the peer pressure and occult temptations that tear down their protective walls of modesty and conscience. Small wonder youth are driven to kill by deadly desires, wild cravings, and unquenchable impulses.

Second, God said long ago, "All who hate Me love death."[12] Death education, an important component of global education, fits right into an education system designed by men who see biblical truth and Christian parents as their main obstacles to change. Today's love for shooting and killing didn't begin with occult movies and video games, those merely offered the opportunities. It began with a fallen nature inspired by the evil one who loves what is gross, cruel, crude, and deadly.

Third, Romans 1:18-32 shows the decline both of people and nations that turn from God to pagan beliefs and values. Three times it tells us that God "gave them over" to their own rebellious nature:

"The wrath of God is being revealed... against all... who suppress the truth by their wickedness. . . . Although they claimed to be wise, they became fools. . . . Therefore GOD GAVE THEM OVER in the sinful desires of their hearts TO SEXUAL IMPURITY. . . . They exchanged the truth of God for a lie and worshipped and served created things.... Because of this, GOD GAVE THEM OVER TO SHAMEFUL LUSTS. . . . Since they did not think it worthwhile to retain the knowledge of God, HE GAVE THEM OVER TO A DEPRAVED MIND. . . filled with every kind of wickedness, evil, greed and depravity. They are full of envy, murder, strife, deceit and malice. They are gossips, slanderers, God-haters, insolent, arrogant and boastful; they invent ways of doing evil; they disobey their parents; they are senseless, faithless, heartless, ruthless."

Morally, America has become like a dying lake that looks clear on the surface while the algae and decay spreads in the darkness below. By the time the scum stains the surface, the whole lake is corrupt. The next eruption can happen anywhere.

Clinton can't fix this problem with mental health surveillance, universal health identifier for electronic tracking, gun control, forced solidarity, school based counseling, conflict resolution, anger management, values clarification, and other forms of the manipulative consensus problem. These will only speed the demise of truth, morality, and freedom in this country. What's more, they will fuel the growing hatred toward all who hold fast to "obsolete" biblical truths and refuse to join the march toward a global consensus.

Nor is it enough to bring morality back to America. Americans must be brought back to God. His moral standards are good, but only by His life and strength can we meet them. Like Cassie Bernall, the Littleton youth who shared her hope with needy classmates before she chose to die rather than deny her Lord, Christians need to reach out and lead the confused back to the true Counselor. He alone can give strength, love, peace and victory in the midst of turmoil and decay. Therefore,

"...be strong in the Lord and in the power of His might. Put on the whole armor of God, that you may be able to stand against the wiles of the devil. For we do not wrestle against flesh and blood, but against principalities, against powers, against the rulers of the darkness of this age, against spiritual hosts of wickedness in the heavenly places. Therefore take up the whole armor of God, that you may be able to withstand in the evil day. . . ." (Ephesians 6:10-14)

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To order Geoffrey Botkin's video, The Guiding Hand, call 800-771-2147 ext. 85.

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Endnotes

1. Guest speaker Ellen Gilchrist, author of The Anunciation and In the Land of Dreamy Dreams, quoted by a student. The Guiding Hand, produced by Geoffrey Botkin in 1992. To order, call 800-771-2147 ext. 85.

2 See "The UN Plan for Your Mental Health" at http://www.crossroad.to/text/articles/mh2-99.html.

3. Ibid. See also "Trading U.S. Rights for UN Rules: Executive Order 13107" and "The UN Plan for Your Community"

4. The National Mental Health Services Knowledge Exchange Network (KEN) at http://www.mentalhealth.org/child/Wefsk4.htm

5. Nations for Mental Health, a World Health Organization networking agency that helps nations around the world change and monitor the ways their people think, choosem act. http://www.who.int/msa/nam/nam6.htm

6. Benjamin Bloom, All Our Children Learning (New York: McGraw-Hill, 1981); 180.

7. See "Brainwashing and Education Reform" at http://www.crossroad.to/text/quotes5.html

8. Aldous Huxley, Brave New World (New York, HarperCollins, 1932), xvii.

9. Charlotte Iserbyt, Back to Basics Reform Or... OBE Skinnerian International Curriculum? (Bath, ME: 1993), 24.

10. John Goodlad, "Report of Task Force C: Strategies for Change," Schooling for the Future, a report to the President's Commission on Schools Finance, Issue #9, 1971.

Goodlad also wrote the Foreword for Schooling for a Global Age (funded by powerful globalist foundations such as the Danforth and Rockefeller Foundations as well as the U.S. Department of Education. He said, "Enlightened social engineering is required to face situations that demand global action now... Parents and the general public must be reached also, otherwise, children and youth enrolled in globally oriented programs may find themselves in conflict with values assumed in the home. And then the educational institution frequently comes under scrutiny and must pull back. James Becker, Editor, Schooling for a Global Age, (New York: McGraw-Hill Book Company, 1979), xiii, xvii

11. The United States Prepares for Its Future: Global Perspectives in Education, Report of the Study Commission on Global Education," 1987. The report was financed by the Rockefeller, Ford and Exxon Foundations. Dennis Laurence Cuddy, Ph.D., A Chronology of Education (Highland City, FL: Pro Family Forum, 1993), 80.

12. Proverbs 8:36

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