Quotes and Excerpts

The Change Agent's Guide to Innovation in Education 

by Ronald G. Havelock



This seditious guidebook on transforming our education system behind parents' backs is now being recommended for use in changing churches and in resisting uncompromising members. Its inclusion on this website, which recommends resources for churches should disturb Christians who love integrity and God's truth.  

Exerpts from   The deliberate dumbing down of america

Page xix:  Ronald Havelock’s change agent in-service training prepared me for what I would find in the U.S. Department of Education when I worked there from 1981—1982. The use of taxpayers hard-earned money to fund Havelock’s “Change Agent Manual” was only one out of hun­dreds of expensive U.S. Department of Education grants each year going everywhere, even overseas, to further the cause of internationalist “dumbing down” education (behavior modi­fication) so necessary for the present introduction of global work force training. I was relieved of my duties after leaking an important technology grant (computer-assisted instruction pro­posal) to the press.

Much of this book contains quotes from government documents detailing the real purposes of American education:

Only when all children in public, private and home schools are robotized—and believe as one—will World Government be acceptable to citizens and able to be implemented without firing a shot. The attractive-sounding “choice” proposals will enable the globalist elite to achieve their goal: the robotization (brainwashing) of all Americans in order to gain their acceptance of lifelong education and workforce training—part of the world management sys­tem to achieve a new global feudalism.

Pages xvi-xvii:  Another milestone on my journey was an in-service training session entitled “Innovations in Education.” A retired teacher, who understood what was happening in education, paid for me to attend. This training program developed by Professor Ronald Havelock of the University of Michigan and funded by the United States Office of Education taught teachers and administrators how to “sneak in” controversial methods of teaching and “innovative” programs.

These  “innovative” programs included health education, sex education, drug and alcohol education, death education, critical thinking education, etc. Since then I have always found it interesting that these controversial school programs are the only ones that have the word “education” attached to them! I don’t recall—until recently—”math ed.,” “reading ed .,“ history ed.,” or “science ed.” A good rule of thumb for teachers, parents and school board members interested in academics and traditional values is to question any sub­ject that has the word “education” attached to it. 

This in-service training literally “blew my mind.” I have never recovered from it. The presenter (change agent) taught us how to “manipulate” the taxpayers/parents into accepting controversial programs. He explained how to identify the “resisters” in the community and how to get around their resistance. He instructed us in how to go to the highly respected members of the community—those with the Chamber of Commerce, Rotary, Junior League, Little League, YMCA, Historical Society, etc.—to manipulate them into supporting the contro­versial/non-academic programs and into bad-mouthing the resisters. Advice was also given as to how to get the media to support these programs.

I left this training—with my very valuable textbook, The Change Agent’s Guide to Innovations in Education, under my arm—feeling very sick to my stomach and in complete denial over that in which I had been involved. This was not the nation in which I grew up; some­thing seriously disturbing had happened between 1953 when I left the United States and 1971 when I returned.

 Orchestrated Consensus

In retrospect, I had just found out that the United States was engaged in war. People write important books about war: books documenting the battles fought, the names of the generals involved, the names of those who fired the first shot. This book is simply a history book about another kind of war: 

The reason Americans do not understand this war is because it has been fought in se­cret—in the schools of our nation, targeting our children who are captive in classrooms. The wagers of this war are using very sophisticated and effective tools: 

Page 120: RONALD G. HAVELOCK’S THE CHANGE AGENT’S GUIDE TO INNOVATION IN EDUCATION  was published by Educational Technology Publishing: Englewood Cliffs, New Jersey, 1973. This Guide, which contains authentic case studies on how to sneak in controversial curricula and teaching strategies, or get them adopted by naive school boards, is the educator’s bible for bringing about change in our children’s values. Havelock’s Guide was funded by the U.S. Office of Education and the Department of Health, Education and Welfare, and has continued to receive funding well into the 1980s. It has been republished in a second edition in 1995 by the same publishers.

[Ed. Note: Why is it that the change agents’ plans and their tools to “transform” our educa­tional system never change, while parents and teachers are told, repeatedly, that they must be ready and willing to change?]

Page 296: NCES maintains a series of Educational Records Series handbooks containing the com­puter coding numbers, categories, and specific pieces of information gathered and recorded about anything connected with schools—including Handbook VIII: The Community. This hand­book, while having its contents merged into later versions of others in the series, originally contained the coding for all community “quality of life” information, including factors pro­ducing socio-economic status data and a chapter entitled “Attitudes, Values and Beliefs.” This handbook provided the vehicle for profiling a “community”—defined as a “school district” by the Census Mapping Project—for planning of programs by Community Education practitio­ners. (Community Education’s Effect on Quality of Life by W. James Giddis, Diana Page, and George L. Mailberger [Center for Community Education at the University of West Florida: Pensacola, Fla., 1981], p. 8.)

Profiling a community for “Attitudes, Values and Beliefs” is useful for those education change agents steeped in the methods taught in Ronald J. Havelock’s The Change Agents Guide to Innovation in Education, regularly taught at the National Training Laboratory’s pro­grams and other leadership training seminars for teachers, administrators, board members, elected or appointed officials, and other “first-level adopters” of new education reform/re­structuring proposals. The data gathered through the Census Mapping Project, among other things, assists in identifying those in a local community defined as “resisters” to controversial programs.

Efforts to require “accountability” based on “measurements of teacher quality” have much broader consequences than most policy makers have imagined. Defining terms can lead to understanding that some recent reform efforts are based on faulty premises, to say the least.]

Page 353: U.S. Department of Education in 1995. The Toolkit was to be used for brainwashing, coercing and coalescing communities into accepting Goals 2000, H.R. 6, school-to-work, UNESCO’s lifelong learning, etc. Toolkit instructions discussed how to deal with resisters. Elected officials, governors, and others were involved in production and dissemina­tion of this 300-page “How To” Toolkit, which used Professor Ronald Havelock’s The Change Agent’s Guide to Innovations in Education techniques to brainwash themselves and their constituents, especially targeting the religious community. (See Appendix XIV.)

You can order The Dumbing Down of America by Charlotte Iserbyt, by credit card ($29.95 plus $6.00 shipping) from:

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