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to the New World Order By Erica Carle – September 2005 |
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What
is the New World Order?
The essence of the New World Order (NWO) or world management system is
that it is management by social engineers, rather than government based
on a written constitution. How you are affected by this management
system depends on what the social engineers decide the system should do for you and
require of you. The social engineers and system managers
think of themselves as scientists applying the scientific method to the
control of group behavior. Your behavior and your relationships are
regarded as the subject of investigation and control by those who call
themselves social scientists. You are among their test animals, and you
have no say in, and often no knowledge of, experiments that involve you.
If the NWO is totally implemented, your independence, individuality, and
freedom will be gone.There is nothing new about the idea of managing others, or even of
controlling the whole world. That has been the goal of social
philosophers for thousands of years. However, we need not go back over
ancient history. We are concerned primarily with what has been going on
in our own generations. This we can understand quite well if we confine
ourselves to the Nineteenth and Twentieth Centuries.Goals of the
New World Order
To begin to understand the New World Order (NWO) you need to forget what
you have been told about philosophical differences between Republicans
and Democrats; left and right; Socialists and Libertarians; business and
labor; liberal and conservative; black and white, etc.. The planners of
the New World Order know they must use, influence, and cater to all of
these groups to accomplish the goals they are seeking, which are:
Consolidate everything.
Commercialize everything.
Classify everything.
Claim everything.
Control everything.
We might call these goals the five Cs of the New World Order. If it is
fully empowered, free speech, personality, personal goals and decisions,
individual responsibility, private property, private business, morality,
Constitutional government, national sovereignty; and religious freedom
can no longer be tolerated. Everyone in every country will be subject to
the NWO management system. To quote the French
mathematician/philosopher, Auguste Comte (1798-1857), one of the most
significant early planners of the world management system:“The most important
object of this regenerated polity will be the substitution of Duties
for Rights; thus subordinating personal to social considerations.
The word Right should be excluded from political language, as the
word Cause from the language of philosophy.”[1]“The only real life is the collective life of the race; individual
life has no existence except as an abstraction.”[2]He also wrote: “When the
system is fully regulated, the effect of this will be to secure greater
unity, by diminishing the influence of personal character.” [3]
This
means that to the NWO world management system planners you, as an
individual, are considered to be without character or personality. Your
personal life and personal goals are unimportant to them, unless those
goals are consistent with the sociological, economic and religious goals
of the New World Order.Public Schools
and The New World Order
To demonstrate how NWO sociological, economic and religious goals are
being brought about we can look first at the public schools. Most
students and parents think the purpose of public schools is to teach
essential and interesting information, vocational and recreational
skills, considerate and responsible behavior and an appreciation of our
country¹s history and Constitution. After your formal education is over,
your parents expect that you should be able to take responsibility for
your own moral, material, and social well-being, and also the moral,
material, and social well-being of any children you might have until
they, too, are ready to claim such freedom for themselves.At one time the goal of those who planned the school curriculum in the
local communities seemed to follow the wishes of parents and the needs
of students. Now, however, those sociologists who have the power to
affect policy in the public schools do not concern themselves with what
you need, what your parents want for you, or with respect and support
for the United States Constitution. Their primary goals are to
CONSOLIDATE policies, COMMERCIALIZE instruction, CLASSIFY individuals,
CLAIM jurisdiction, establish CONTROL, and train you to fit obediently
into their world management system without hesitation or protest. In
1928, sociologist Ross L. Finney wrote:“A new world is emerging
in which the social structures will be of a different shape, the
social resources of a different scope and caliber, than anything
that history records. It is a new deal – in fact a different game
with different cards; and we who are now alive are privileged to
witness its beginning, however blind most of us may be to its
implications for ourselves and our posterity. And for a new age, a
new school!” [4]National Council for the Social Studies
An organization called the National Council for the Social Studies (NCSS),
which is an offshoot of the National Education Association and a
promoter of the New World Order, has CLAIMED power to determine what you
should learn and what you should not learn in geography, history,
government, economics, psychology, religion, world politics, etc.. These
subjects were CONSOLIDATED decades ago by sociologists so they could
present them together under one agenda called Social Studies. The
leaders of NCSS now decide what you should be taught, how you should be
taught, and how your achievement will be evaluated.In addition to the National Council for the Social Studies, the various
states have state councils for the social studies. Through the efforts
of state councils – oftentimes with the aid of the Education Commission
of the States – bills are presented to state legislatures to make NCSS¹s
curriculum standards legal requirements. After these standards are
passed in your state, your local school board, your own teachers and
your parents have little to say about what you should be expected to
learn in these subjects. If you, your school, or community have
different standards; if you do not try to live up to NCSS¹s standards
for the New World Order, your schools can be closed or your community
punished by depriving it of federal, foundation and state money.Grouping People
to Control Them
It is interesting to investigate how this takeover was accomplished.
Like everything connected to the New World Order and the five Cs,
CONTROL is accomplished by influencing groups, and most particularly
group leaders. This is because people who are emotionally involved
with groups respond to leadership. They also tend to feel CLASS
loyalty. For example, when your elected officials CONSOLIDATE into
groups and meet with elected officials from other areas, they frequently
get carried away by the oratory and comradeship. Although they may not
understand the full implications of the ideas the carefully-selected
speakers and facilitators promote, the officials are maneuvered into
feeling obligated to support what the group supports. By giving their
loyalty to these secondary groups, the officials frequently betray the
primary loyalty they owe to you and the citizens of the states, cities
and counties they are supposed to serve. CONTROL of government
officials, educators, congressmen, legislators, businessmen, city
councils, school boards, etc. through organizations is part of the NWO
plan for substitution of its system for the U.S. Constitution.Through CONSOLIDATION into national or international
‘blanket’
organizations, one person or a small group of people can make decisions
and set goals for hundreds of thousands, or even millions of people.
They can set goals for you if you do not object. Always remember,
whoever sets your goals or presents you with what they call a vision or
a mission
[or purpose],CONTROLS your behavior. You had better understand fully any
such commitment you are asked to make.
Goal-Setting,
Political Management
Setting goals, and designing visions and missions for groups of people
is one of the favorite preoccupations of the New World Order
philosophers and managers. In education, goal setting and visioning
serve to CONSOLIDATE policies so the NWO/NCSS curriculum can be
established in schools throughout the country. When you hear someone who
uses the phrase, “We must…” or variations of it such as, “We need
to…,” “It is essential that we…,” etc, without adding, “if we
wish to…,” there is a pretty fair chance that person is trying to
convince you to give up the idea of independent research and thinking so
you will support whatever program or goals he or she might be promoting.It is unfortunate that few of our congressmen, state, county, and city
legislators have been alert enough to detect the behavior management and
CONTROL that have been directed toward them. Many of them have been
deceived, flattered, coerced, bribed or blackmailed into surrendering
their legitimate authority to New World Order decision makers. This,
too, was planned. In 1906, sociologist Lester Ward explained how NWO
legislation could be achieved:“It must not be supposed that such legislation can be conducted to any
considerable extent in the open sessions of legislative bodies. These
will doubtless need to be maintained, and every new law should be
finally adopted by a vote of such bodies, but more and more this will
become a merely formal way of putting the final sanction of society on
decisions that have been carefully worked out in what may be called the
sociological laboratory.”[5]Goals 2000 –
Control is the Object
Most of the governors of the United States are members of the National
Governors’ Association. They have national meetings to CONSOLIDATE their
policy decisions. In 1990, a policy was declared to promote the adoption
of national educational goals. The Republican Bush Administration had
endorsed the idea in 1989. Multinational corporations and the U. S.
Chamber of Commerce supported it. Then, in 1994, Congress (Democrats and
Republicans) passed and funded the Goals 2000: Educate America Act.Originally, social studies was not included, but the NCSS saw to it that
social studies was annexed to the national agenda. Its leaders appointed
a task force to develop CONSOLIDATED curriculum standards. These were
later adopted in most states as part of the Goals 2000: Educate America
Act. Eight goals were chosen and publicized. The eight educational goals
of Goals 2000 were not the important part of this operation. Any goals
that sounded good, along with the money promised, could have enticed
governors and state legislators to pass enabling legislation in their
states. The real goals of Goals 2000 are to CONSOLIDATE leadership over
all the states; CLAIM jurisdiction over curriculum to CONTROL what you
and other students learn; and eventually to COMMERCIALIZE and CONTROL
all educational resources through the use of charter schools and culture
vouchers.It was no surprise to find that the eight publicized goals had not
been reached by the Year 2000. Did that mean
that CONSOLIDATED goal-setting and visioning would be discontinued? On
the contrary! To the goal-setters it merely meant that Goals 2000:
Educate America should be renamed “America’s Education Goals” and should
be extended beyond 2000 without a specific deadline. Even when failure
is obvious and promises are not fulfilled, CONTROL, once gained, is
never willingly relinquished by the NWO and United Nations regional
government promoters.
Failures of
Public Schools
In recent decades, public education has been subjected to a great deal
of criticism. Because schools and curriculum have been interfered with
by those who promote the NWO world management system, students were not
learning what their parents, potential employers, and the students
themselves, knew they ought to learn. Skill in reading, natural science,
English, mathematics, foreign languages were dismally lacking in many
high schools, and even college graduates. All kinds of excuses have been
brought forward such as:
The problem is with your parents because they do not take an interest in
your schoolingThe problem is with you and other students because you do not work hard
enough or take an interest in learningThe schools are not using the right system of teaching. We need to
experiment with new systemsThe problem is not enough money for education. If schools had more money
they would produce better resultsThe problem is segregation. We need to bus for integration
Classrooms are overcrowded. We need more teachers
Public schools should have tax-supported competition. We need charter
schools and school vouchersAnd so it has gone for decades.
Enemies of
Learning
Few of the explainers have revealed the possibility that you are not
being properly taught because the NWO world management system does not
want you to know too much. In his book, A Sociological Philosophy of
Education, published in 1928 by the MacMillan Company, Ross L. Finney,
Assistant Professor of Educational Sociology at the University of
Minnesota, wrote the following about what should and should not be
offered to students:“…a larger place in the curriculum ought to be given to the new
humanities and the fine arts, especially the former; and that
correspondingly less time and energy ought to be allotted to
mathematics, formal English, and the foreign languages…” [6]“What we obviously need is a science of society. Since the time of [Auguste]
Comte this has been the aspiration of modern scholarship. Instead of
blundering and bungling along from one crisis to the next, science might
render society really telic, and reduce social phenomena to CONTROL as
it has done in the natural world….” (Emphasis mine)
[7]“If leadership by the intelligent is ever to be achieved, followership
by the dull and ignorant must somehow be assured. Followership, quite as
much as leadership, is, therefore, the crucial problem of the present
crisis…” [8]“The safety of democracy is not to be sought, therefore, in the
intellectual independence of the duller masses, but in their
Intellectual dependence. Not in what they think, but in what they think
they think…” [9]“The problem of democracy is which specialized sub-group is to function
as cerebral cortex. That will depend upon who succeeds in drilling
epigrams into the memories of the duller masses. If scientists and
educators fail to do it, then selfish deceivers and exploiters will. But
think for themselves the duller masses never can.” [10]Those of us who do not agree with sociologists like Ross L. Finney are
CLASSIFIED as selfish deceivers, exploiters, or members of the duller
masses. NWO usurpers have nothing but contempt for us and our need to
learn. Many parents, teachers, administrators, legislators and state
governors, etc. have been taken in by the NWO agenda. There is little
chance that your state and school are independent of NWO management
system. Therefore, it is important that you begin to recognize enemies
of learning even when they have college educations, advanced degrees,
university, government and foundation support, and all the preplanned
publicity they need to try to impress those of us whom they consider to
be selfish deceivers, exploiters or the duller masses.
Goals Statement
for Schools
You should understand that those who seek to CONTROL your education in
order to limit your access to knowledge are not doing it because they
love or respect you, but because they want to CLAIM and CONTROL you. The
more you know about their goals and techniques, the easier it becomes to
recognize efforts to CONTROL your thoughts. The more you know about
history, geography, mathematics, English, science, etc. the more power
you have to defend yourself against falsehood, deceit and domination.By establishing goals, missions, and visions, the NCSS has found a way
to limit knowledge in all subjects. I remind you, he who chooses your
goals controls your behavior. The social studies goal statement that has
been chosen by the National Council for the Social Studies and adopted
in similar, and sometimes identical form by the states is:“…to help young people develop the ability to make informed and
reasoned decisions for the public good as citizens of a culturally
diverse, democratic society in an interdependent world.”Problem-Solving
and Decision-Making
To most people this sounds good, but please notice that it is all about
politics and world CONSOLIDATION. Nothing is mentioned about what is
good for you, about giving you the knowledge to make intelligent
fact-base personal decisions, about helping you to prepare for a career
of your own choice. Nothing is mentioned about what is good for your
city, your county, your state, or the United States of America. No – you
are treated as a dependent member of the New World Order¹s
interdependent world. Interdependence means CONTROL by sociology¹s New
World Order and loss of control over your own destiny.Curriculum goals, guidelines, and standards for states and local
communities are patterned after those of the NCSS and United Nations NWO.
In all cases, the curriculum is based on the idea of rational
problem-solving and decision-making, and on what the NWO crowd calls
interdependence. You are asked to make decisions related to pre-selected
social problems based on the limited information available through
classroom assignments.In this regard, it is important to know another behavior control fact.
He who states the problem for you controls your thinking. Your thoughts
and efforts are directed toward problems which have been selected for
you. When you express an opinion about suggested social or personal
problems, you accept the NWO agenda and acknowledge an obligation to
share your thoughts on the problems with classmates. You can then be
CLASSIFIED or grouped according to your public statements.Limiting
Knowledge – Demanding Opinions
Time spent learning facts and skills can be limited when it is taken up
listening to and arguing about one another¹s uninformed opinions. Also,
a special danger is involved in this problem-solving, decision-making
type of education. You and your fellow students are encouraged to join
groups and act immediately based on the opinions you express in the
cIassroom – never taking into consideration that your opinions and
decisions may change as you mature and have access to information from
other sources.If you express the opinion that you would like to try drugs or engage in
sexual activities; if you say you might steal or become violent;
teachers are instructed not to warn you against such behavior or tell
you that your decision is wrong or dangerous. That, say the curriculum
planners, would be judgmental.
No Right – No
Wrong – Rational Conscience
It is assumed that none of the problems or personal dilemmas presented
can be prevented or solved by self control and moral behavior. How do
curriculum planners justify this omission? Your teachers are told that
any statement regarding morality is considered to be an unexamined
belief based on authority. The National Council for the Social Studies
says decision-making should be what they call rational, rather than
being based on authority or conscience. For example, in Wisconsin
teachers were advised:“A child generally comes to school with what R. J. Havighurst calls an
authoritarian conscience acquired from his parents through a progression
of punishments and rewards. He soon learns that he is not equipped to
deal with all the new situations which confront him. Peers and teachers
join and sometimes supplant parents in helping him to find solutions
which are often in conflict with those offered by his parents. His task,
then, is to change from this early authoritarian conscience to a
rational one. This requires that he learn a process for resolving to his
own satisfaction the conflicts that will inevitably arise whenever
change or confrontation with an opposing view makes him question his
existing values.” [11]Decisions Based
on Conscience Not Allowed
When you are taught to doubt your own conscience in favor of rational
decision-making, many types of destructive, obnoxious, and immoral
behavior will no longer be objectionable to you. You learn to find
reasons to justify whatever behavior might have emotional appeal.
Unbelievable as it may seem, teachers in Wisconsin actually were warned
against holding students to traditional high standards:“Traditionally there was little question that the schools should promote
such values as the following:
Respect Property.
Be respectful of adults.
Say please and thank you at appropriate times.
Do not use profane language or bad grammar.
Be neat and clean.
Do not lie or cheat.”
“Now, however, in some situations these are quite controversial. Many
lawsuits and community controversies have focused on the meaning of ‘and clean,’ for example. Several recent surveys indicate that cheating
in school, rather than being unacceptable, has become the norm, and most
students feel no guilt about cheating. Standards of profanity are
constantly changing and words that one rarely heard used in public a few
years ago are now heard a great deal. While many may not like these
developments, it is very necessary for teachers to recognize that they
are taking place.” [12]Teachers Are
Intimidated By The NWO
Knowing what you now know about the goals of the New World Order, you
can understand that the above instruction to teachers could be taken as
a veiled threat, telling them they had better not criticize
the behaviors mentioned. Doing so might make them vulnerable to law
suits, or perhaps, discipline by their superiors. Thus, the Wisconsin
Department of Public instruction, following the guidelines of the NCSS,
actually promoted the idea that it is acceptable for you and your fellow
students to be thieving, disrespectful, ungrateful, profanity-using,
sloppy, and dirty lying cheaters who have no conscience, and therefore
no feelings of guilt for such behavior. The United Nations New World
Order does not need people of character. It needs only those who are
pliable and manageable.
Creating
Problems
Problem creation is another unbelievable aspect of NWO education.
According to the NCSS, one of the main duties of teachers is to create
emotional problems for you:“Any attempt by a teacher to create a problem without arousing students
emotionally can only result in a pseudo-problem. When students are
disturbed, upset, perhaps even angry, they are closer to having a
problem than is ever the case when teachers make the preservation of
objectivity their only concern. A teacher can sometimes create in
students a feeling that their beliefs, concepts or values are inadequate
in some respect. When students are puzzled over what to believe, they
are more likely to have an authentic problem in their possession…
[13]“If the student is to become engaged in problem-solving he must be
doubtful, uncertain or puzzled concerning something within his
experience and have the desire through inquiry to remove the doubt. As
long as he is certain of the truth or goodness of a particular idea or
action, or as long as he is unconcerned, indifferent about the matter,
he is not involved in problem-solving. Hence, the initial task
confronting the teacher is that of creating the state of uncertainty or
doubt in the mind of the student. . .the teacher must implant the
element of doubt.” [14]“Strategies Used
to Create Problems“Since the presence of the element of doubt or puzzlement is a necessary
condition for the initiation of problem-solving activity, let us
consider teaching strategies which are likely to evoke such reactions…“…The teacher can present the students with a problem within the
context of the content.
…The teacher can encourage the students to discover a problem within
the context of the content.
…The teacher can convert the unexamined beliefs of students into
problems.
…The teacher can point up conflicts within the students¹ pattern of
beliefs, thus creating problems.
…The teacher can point up
conflicts within the course content, thus creating problems.”
[15]Teaching problem-solving, decision-making, and interdependence may have
sounded good to many teachers, school board members, local curriculum
coordinators, legislators, parents, and students. However, if they had
the opportunity to read the above, and what the NCSS curriculum planners
mean when they promote this type of education, all of those affected
might be more hesitant before giving their sanction.
Changing
Beliefs
Remember, the NWO planners and managers want CONTROL, but they know for
certain that they cannot make you go along with their plans if you are
aware of their intentions and if you are firmly convinced that to do so
would be wrong. That is why so many methods have been devised to help
you question or change your mind about what you believe.If the New World Order is to succeed in reaching its goals, Judaism and
Christianity are among the religions which have to be eliminated. People
who are guided by the Bible, the Ten Commandments and what the Bible
teaches about God, cannot be depended upon to be totally dedicated to
the sociological goals of a world management system. They cannot be
intimidated into exchanging morals and conscience for sociological
goals. This is why the system does not tolerate competition. Its own
Positive religion or religion of Humanity must prevail. Sociology¹s
founder, Auguste Comte, wrote:“By speaking
of
of
Positivism
as organic, we imply that it has a social
purpose; that purpose being to supersede Theology in the spiritual
direction of the human race.” [16]
“Sociology is once for all substituted for Theology as the basis for the
religious government of mankind.” [17]“The last step in this long course of training is now establishing the
true form of subjectivity by substitution of Sociology for Theology.”[18]In 1929, Ross L. Finney was among those working on a new morality for
the managed society. He wrote:“Nor can the new regime be operated with the beliefs of the old regime.
. .As for the ideals by which we live, they too must be thought out de
novo, and built into an adequate and effective new system of moral
education.” [19]The End of
Freedom
The NWO management system¹s moral education has nothing to do with
freedom or the principles and ideals on which our nation was founded.
The late B. F. Skinner, a Harvard University psychologist, put it this
way:“The hypothesis that man is NOT FREE is essential to the application of
scientific method to the study of human behavior.” [20]If you do not want to be a sociologically-controlled and semi-ignorant
member of the United Nations New World Order, you need to recognize the
importance of knowledge and reject attempts at emotional manipulation
and knowledge limitation. The problem-solving and decision-making system
of education uses you, plays on your emotions, and tries to alienate you
from those who should be closest to you. It creates animosity between
you and your classmates; wastes valuable learning time by forcing you to
form opinions and listen to the uninformed opinions of your classmates;
and discourages intelligent and moral behavior. It turns you against
your own country and its Constitution in favor of the United Nations’
New World Order management system.
What Can You
Do?Learn to recognize when you are being used, rather than informed. Learn
to recognize when you are being led astray. Be like a conscientious
researcher and reporter. Do not be afraid to ask probing questions
whenever you have doubts about the philosophy behind educational
projects, exercises and games, especially if they seem to you to be
totally useless or destructive.If you are to have any hope of keeping the gift of freedom with which
you’ve been blessed, you must know and share the truth. If you have
concerns about your education, share them with your parents. Few parents
have any idea what goes on in school. It is their responsibility to find
out, and your responsibility to help them.You are not a test animal created to serve the ambition of social
scientists and world managers. Do not allow your education to be limited
and corrupted as if all you needed was to be trained in obedience to the
system of the unConstitutional New World Order.And remember, if you truly desire it, all knowledge is yours:
“Ask, and it shalt be given you; seek, and ye shall find; knock, and it
shalt be opened unto you: For every one that asketh receiveth; and he
that seeketh findeth; and to him that knocketh it shall be opened.”
– Matthew 7:7,8
See also Systems Thinking,
Positivism and mass psychology
and
Transformational Leadership
Warren’s P.E.A.C.E. Plan and UN Goals –
Part 2: Equipping Leaders to ‘Lead like Jesus’?
Erica Carle
is an independent researcher and writer. She
has a B.S. degree from the University of Wisconsin. She has been
involved in radio and television writing and production, and has also
taught math and composition at the private school her children attended
in Brookfield, Wisconsin. For ten years she wrote a weekly column,
“Truth In Education” for WISCONSIN REPORT, and served as
Education Editor for that publication.
Email:
ericacarle@sbcglobal.net
Endnotes:[1] Auguste Comte,
System of Positive Polity, Vol. 1, LENOX HILL Pub. &
Dist. Co.(Burt Franklin), New York, 1973. Published by the Author in
July 1851; P.289
[2] Ibid.; P. 292.
[3] Ibid., Vol. 2, Published by the Author in May 1852; P.237.
[4] Ross L. Finney, Ph.D. Asst. Prof. of Educational Sociology,
University of Minnesota;
A Sociological Philosophy of Education; The
Macmillan Company, New York, 1929. P. 110
[5] Lester F. Ward,
Applied Sociology, Ginn & Company, 1906. P.338.
[6] Ibid. P. 187
[7] Ibid. P. 280
[8] Ibid. P. 386
[9] Ibid. P. 389
[10] Ibid. P. 397
[11] Knowledge, Processes & Values in the New Social Studies, WISCONSIN
DEPT. OF PUBLIC INSTRUCTION, Bulletin No. 185, 1968-1970, P. 43.
[12] Ibid., P.45.
[13] Problem-Centered Social Studies Instruction; Curriculum Series,
Number Fourteen; National Council for the Social Studies, 1971; P.1.
[14] Ibid, P. 59
[15] Ibid.
[16] Auguste Comte; System of Positive Polity, Vol 1, P. 45.
[17] Ibid.; Vol .1, P. 364.
[18] Ibid., P.471.
[19] Ross L. Finney, Ph.D., Assistant Professor of Educational
Sociology, University of Minnesota; A Sociological Philosophy of
Education, The MacMillan Company, 1929. P. 112
[20] Skinner, B.F.;
Science and Human Behavior, The Free Press (Div. MacMillan Co., 1953; P.447.
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