The Quiet Revolution

The Quiet Revolution By Lynn Stuter November 30, 2005 – http://www.learn-usa.com

Home

---

Articles have surfaced recently concerning the
writings of Antonio Gramsci; writings that figure predominately in what is
happening in America today.

One such article is Gramsci and the U.S. Body Politic. This article is a
must read for anyone wishing to understand what they are seeing happen in
America today.

Antonio Gramsci was a transformational
Marxist. As laid out in the
above linked article, what Gramsci advocated was the transformation of a
society to the communist state via gradualism — the gradual erosion
of old ideals, replacing them with the new. As opposed to Hitler, Lenin,
Stalin, and Mussolini, Gramsci advocated the quiet revolution.

The Hegelian Dialectic of thesis (and idea), antithesis (the opposite), and
synthesis (the bringing together of opposites) to form a new thesis, ever
evolving, plays a heavy role in the gradualism Gramsci proposed. Today, in
America, the Hegelian
Dialectic is played out in meetings at every level, all across
America, under the name of consensus building using facilitators heavily
trained in group dynamics.

The year 1939 is one that should be forever bookmarked in the pages of
American history. In that year, several individuals from Austria arrived in
the United States.

One was
Peter Drucker who would become a good friend to

Abraham Maslow, humanist, and father of
Third Force Psychology and the Hierarchy of Human Needs. Maslow’s work,
based on humanism, would be furthered in the works of men like

Carl Rogers, the father of the Human Potential movement utilizing
self-actualization (spirituality from within) and focus groups to break down
the moral bearing and individuality of people, two very important concepts
in the struggle to bring about the quiet revolution. Rogers’ works, although
denounced by Rogers in his later years, are used heavily in education in
America today, from the college and university classroom to the elementary
school classroom.

The multitude of books written by Peter Drucker concern the semantics of the
system (ie, systems philosophy) that must be in place if the quiet
revolution is to be attained.

Also arriving in the United States at this time was
Kurt Lewin. In the
Foreword of the book, The Change Agents Guide, second edition, 1995,
Mathew B Miles, of the NTL Institute for Applied Behavioral Sciences, a
not-for-profit educational entity, has this to say of Kurt Lewin,

“The truth is that not until the late 1940’s, when
American behavioral scientists began exploring and developing the ideas
of émigré psychologist Kurt Lewin, did we really have anything like a
systematic science and practical craft of planned change in the kind of
social systems that matter most—families, small groups, organizations,
communities.” (emphasis added)

Although Mathew Miles calls him a “social
psychologist”, Kurt Lewin was also (like Gramsci) a transformational
Marxist. Lewin spent the better part of his career at Massachusetts
Institute of Technology (MIT).

MIT is also the home of Jay W Forrester who established the computer
simulation model, World III, for the
Club
of Rome. Using information fed into the computer simulation
model, futuristic projections (or future trends) were made relevant to
population and natural resources.

The projections of the World III simulation model were the subject of the
book Limits to Growth by Donnella Meadows, a “systems scientist” now
residing at Dartmouth College. Although inaccurate, the projections of the
World III simulation model are relevant from two aspects —

1. The “brown earth syndrome” that has become the mantra of every
environmental group seeking to wrest control of planet earth from private
ownership, not limited to, but including such groups as the Earth Liberation
Front (ELF), Earth First, the Sierra Club, and the Nature Conservancy.

2. Earth can be saved if the humanoid population lives in a sustainable
environment. If you thought this was a new term, think again. Like the term
life-long learning, it was coined long ago.

The
Gaia Hypothesis is the outreach of the
environmental movement and reads as follows: the earth is a living,
breathing organism (a living entity), irreducible to its parts (one system);
what affects one part affects all parts (interconnected and interdependent);
if we are to save spaceship earth, we must change our ways.

Another émigré also arrived on America’s shores in 1939. His name was

Ludwig von Bertalanffy, considered the father of general systems
theory or, more simply, systems theory. Bertalanffy, relying heavily on the
works of Alfred North Whitehead, theorized that earth is a system of
subsystems (also called systems) all interconnected and interdependent; what
affects one system affects all systems; that within any one system is an
infrastructure that is analogous across systems, irrespective of physical
appearance. This is general systems theory defined.

It is easy to see, although worded differently, that the Gaia Hypothesis and
system theory defined are the same, excepting the existentialist
transcendentalism apparent in the Gaia Hypothesis but not apparent in, but
present in the semantics of, systems theory.

Systems theory is the foundation of the works of the likes of Drucker and
Deming and those who follow them.
Ervin
Laszlo, born in Communist Hungary, associate of Bertalanffy,
consultant to the United Nations, is an avid writer and supporter of systems
theory. His more recent book, How you can change the world, is yet another
enlightening exposé on how systems theory is to play out.

Peter Senge,
author of The Fifth Discipline; the art and practice of the learning
organization, who claims as his mentor, Jay W Forrester, is referenced
heavily in books advocating education transformation in schools. Senge does
not come right out and say, but insinuates, in the above noted book, that
Christians who refuse to become part of the learning organization, ie, part
of the collective mind, willing to engage in existentialist
transcendentalism, deny truth and are a liability to the business employing
them.

It is imperative that people understand that in order for the quiet
revolution to see fruition, the structure (or system) built on systems
theory, must be in place. The Goals 2000: Educate America Act — Public Law
103-227, and the School to Work Opportunities Act — Public Law 103-239, both
passed in 1994, were to put in place the structure needed to bring systems
education (Marxian education) into being.

I’ve heard ever so many say that the federal Goals 2000: Education America
Act has sunset; is no longer an enforceable law; and this is true, just as
the STWOA act also sunset. However, the system both these laws put in place
is very much alive and well and providing the structure needed to implement
systems education by whatever name called: outcome-based, performance-based,
outcomes-driven developmental model, competency-based, etc. In the end,
however, it is systems education: education based on outcomes delineating
what the child should know and be able to do as a result of his
“educational” experience, the goal of which is to produce a “world-class
worker” — a decidedly Marxist term.

In sum total, systems education changes the focus of education from
educating the child for intelligence to producing a worker; the school
becomes a workforce development center, producing workers according to
regional economic development strategies and regional labor market needs as
determined by the regional Workforce Development Boards (established under
the federal Workforce Investment Act of 1998) under the auspices of the
federal government.

Nazi Germany and the U.S.S.R. were both built on a system finding basis in
systems theory. A paper put out by the National Center for Research in
Vocational Education (NCRVE), University of California, Berkley, is very
telling in its praise of the polytechnical education system of the U.S.S.R.
Of particular note is that the system described in Polytechnical Education:
a Step is the system of education implemented in America under the Goals
2000: Education America Act and the School to Work Opportunities Act. This
paper, comprising a total of 51 pages, was paid for by a $4,000,000 grant
from the Office of Vocational and Adult Education, U.S. Department of
Education. The mission statement of NCRVE was “to strengthen school-based
and work-based learning to prepare all individuals for lasting and rewarding
employment, further education, and lifelong learning.”

Nazi Germany, of course, ended with the death of Hitler and surrender to
Allied Forces. The U.S.S.R. as a union no longer exists. This is not to say,
however, that communism is dead in Russia or the satellite communist
republics that once made up the Union of Soviet Socialist Republics. Far
from it. Many Americans are quick to claim that we won the Cold War. Not
likely. Khrushchev said, in 1956,

“If you don’t like us, don’t accept our invitations, and don’t invite us to
come and see you. Whether you like it or not, history is on our side. We
will bury you.”

While American’s were busy laughing at this foolish little bald-headed man,
after all we have our constitution to protect us — as though it were some
indestructible entity capable of rebuffing the evil intent of any nation or
individual, the transformational Marxists and systems thinkers were busy
fulfilling Khrushchev’s prophecy within the borders of the United States.

But will they succeed? Will the quiet revolution reach fruition without
bloodshed? Not likely, for several reasons.

The first reason has to do with systems theory. Under systems theory, we are
going to “create the future” — we are going to develop and maintain a
sustainable global environment. To do this all systems (irrespective of
infrastructure) must be kept in balance at all times. Remember Al Gore and
his book, Earth in Balance? There can be no dissension. All really does mean
all. This means every human being must be included and must conform.

Not likely.

There are those of us who have a decided aversion to Marxism and the Marxist
state. As time goes by, more and more people are becoming aware that
something is decidedly wrong with this system they were told would be so
wonderful and the answer to all of America’s problems. Dissension is
growing, rapidly. How do the transformational Marxists intend to bring
dissenters into the system quietly? Some people can be coerced. Some can’t
be and won’t be.

The Marxists, of course, have a solution for this problem. One world
futurist, in unpublished papers, stated that we are all atoms in a molecule
and radical atoms must be exterminated in the greater good of the collective
whole. Makes it pretty plain — execute dissenters much as the protestors in
Tiananmen Square were executed not so many years ago.

But the threat of execution isn’t going to stop the civil unrest that is
going to ensue when people come to the realization that this system they’ve
stood by and let be implemented is going to take from them their right to
live where they want, work where they want, eat what they want, drive what
they want, go where they want when they want to, do what they want to do
when they want to do it. At this point the only way forward will be by
force.

The second reason centers on the mechanics of systems theory. In his book, A
Strategy for the Future; the Systems Approach to World Order, Laszlo
predicted that by the mid-1980’s computers would be highly enough developed
to be able to more accurately predict future trends from given inputs;
information needed to adjust systems in behest of sustaining the global
environment. Such, of course, would depend on more sophisticated computers
and computer programs then were obviously available at the time the World
III simulation model was written and used. While the hardware (computers and
component parts) may have reached that level of sophistication, computer
programs (software) are only as capable as the mind building them and are
subject to the fallibility of the human mind. And the human mind is very
fallible. It is theorized that the lack of computers in the U.S.S.R.
contributed to the “fall of communism.” More likely it was lack of education
prevalent in systems societies and the resulting exponential increase in the
fallibility of the human mind.

Not only this but the “given inputs” noted above comes from data gathered.
This is the why and wherefore of the computer network being established
around the world. In the United States, data from education (and other
sources) is being gathered at the federal level by the National Center on
Educational Statistics (NCES) under the auspices of the U.S. Department of
Education. That data gathering is inclusive of health records, court
records, religious affiliations, grades and courses, assessments of every
possible imaginable kind … and much, much, more. The SPEEDE/ExPRESS book,
put out by NCES, delineating codes for all the various inputs sought, is
over 1¼ inches thick! Computers will, before long, be able to interface
(talk to one another) such that an individual’s dossier, birth to death or
birth to present, will be available for the viewing at the push of a button.
Along with being used at the individual level, individual information will
also be compiled at various levels (local, state, regional), to leverage
systems.

The problem is that the information used will only be as accurate as the one
giving it and the one inputting it. For example, assessments are a
subjective measure of performance. They are not accurate nor an accurate
predictor of ability. Not by a long shot. Because of this, the analyzing of
data, coming from state assessments, to leverage the education system to
reach its goal in achieving the sustainable global environment, will be
decidedly inaccurate, and the education system will continue to fail.

The gathering and analysis of data is a necessity to the leveraging of
systems to sustain balance. This is why it is so very important that people
not give information or allow their information to be computerized; why
parents should not allow their children to be assessed or take state
assessments.

Nor is the sustainable system able to absorb the impact of sudden and
unexpected natural disasters the magnitude of a catastrophic earthquake such
as the Northridge Quake, a tsunamis such as occurred in December 2004 in
southeast Asia, a hurricane such as Katrina, or a volcanic eruption such as
Mt St Helens in Washington State or Mt Pinatubo in the Philippines. We all
saw what happened following Katrina — the decided inability of the
government to respond quickly and appropriately. Catastrophic natural
disasters don’t have the intelligence to care that humans have categorized
them into a system that is supposed to conform and stay in balance with all
other systems. Obviously, another fatal flaw. There might be more to the
claim of some that these catastrophic disasters are the work of God than we
might like to believe. God certainly has His own way of letting us know
we’ve gone astray.

But once in place, because tyranny will accompany transformational Marxism
in its final implementation, the populace will be faced with the reality
that those behind the implementation of Marxism in the United States will
not give up their conquest without a fight. And the populace will have
nothing left with which to fight, including their right to keep and bear
arms and their right to free speech.

If we want to keep our freedom, the time to fight and defeat transformation
Marxism is now.

---

© 2005 Lynn M Stuter – All Rights Reserved

Website:
http://www.learn-usa.com/

E-Mail:
lmstuter@learn-usa.com

---

Home | Articles | Victory | Quotes & Excerpts

Email this page