Mandatory Training in Orwellian Thinking

Assaults on Faith and Family – Part 2 

MANDATORY TRAINING IN ORWELLIAN THINKING?

By Berit Kjos –
September 8, 2009 

“The bourgeois family will vanish….
Do you charge us with wanting to stop the exploitation of children by
their parents? To this crime we plead guilty. But, you say, we destroy
the most hallowed of relations, when we replace home education by
social. And your education! Is not that also social, and determined
by the social conditions under which you educate…? The Communists have
not invented the intervention of society in education; they do but seek
to alter the character of that intervention….”[1] Marx and Engels,
“Communist Manifesto”

“John Dewey wrote… that the Bolsheviks were engaged in ‘a most interesting sociological experiment…’ using progressive educational ideas and practices to
‘counteract and transform… the influence of home and Church.'”[2]
Dr. Dennis Cuddy 

“Years before he had inflicted…
dialectical materialism on a long-suffering world, Marx called for
what had to be accomplished—the ‘ruthless destruction of everything
existing.’ That destruction would wipe out religion, the family,
morality… and everything that made Western civilization…. The seemingly modest instrument was the
[Frankfurt] Institute of Social Research… dedicated to neo-Marxism.’    …
[T]he greatest
harm came when the Frankfurt School decamped to America, courtesy of
John
Dewey and Columbia University.”[3]

Remember that proverbial
frog
in a pot of water? It finally died, since it didn’t notice the
slow-rising heat.

Few saw the early signs of
the Neo-Marxist ideology that has invaded our schools and universities. But back
Teddy Roosevelt’s days,
who  would have guessed that a major goal of Dewey’s “progressive education” was to weaken the
traditional family, trade freedom for collectivism, and
replace Christianity with an evolving form of “spiritual” solidarity?[4]

In his 1908 article, “Religion and our Schools,”
Dewey wrote that “dogmatic
beliefs” were “disappearing.” Decades later, while
presiding over the American Humanist Association, he
co-authored the 1933
Humanist Manifesto. Notice how
his
words reflect today’s emerging churches?

“Any religion than can hope to be a
synthesizing and dynamic force for
today, must be shaped for the needs of this age. To establish
such a religion is a major necessity of the present.”[5]

Fast-forward to the 21st century. The
ever-present dialectic process
now reigns in churches as well as schools. And in cities across America,
Alinsky-trained
“community organizers” work side-by-side with students doing their “service-learning” from
coast to coast. Meanwhile Christian families face rising opposition. For
example, 

“A 10-year-old homeschool girl described as ‘well liked, social and interactive with her peers, academically promising and intellectually at or superior to grade level’ has been told by a New Hampshire court official to attend a government school because she was too
‘vigorous’ in defense of her Christian faith.

The decision… reasoned that the girl’s ‘vigorous defense of her religious beliefs
to [a court assigned] counselor suggests strongly that she has not
had the opportunity to seriously consider any other point of view.’…

    “…a guardian
ad litem [assigned to represent the interest of the child] concluded the girl
‘appeared to reflect her mother’s rigidity on questions of faith’ and that the girl’s interests
‘would be best served by exposure to a public school setting’ and ‘different
points of view at a time when she must begin to critically
evaluate multiple systems of belief… in order to select, as a young adult, which of those systems will
best suit her own needs.'”[6]

Did you catch that? The court tells us that
this Christian girl — an excellent student — does not have the right
to “choose” which religion best “suits her own needs” until she has
examined many other “systems of beliefs.” Only as “a young
adult” would she know enough about the world’s diverse religions to choose a suitable system.

Would that rule apply to Muslim
children? Buddhist children? Hindu children?

Of course not! In today’s “progressive”
global culture,
the “enemy” is Christianity. Other religions are protected.
After all, they are essential to the new vision of “unity in diversity.”

You see, today’s change agents consider Biblical
Christianity a major obstacle to global solidarity. And nothing
erodes Christian values more effectively than immersion into
small groups
led by trained facilitators who guide the diverse members toward a
pre-planned unity of heart as well as mind.

But there’s more to this manipulation. The path to pluralism calls for a
strategic blend of group consensus [an evolving THEORY] and collective
PRACTICE:
active immersion into a community with diverse social and moral values. Such “service-learning”
has become a norm in schools, colleges, and service organizations everywhere.

Based on Hegelian dialectics, Marxist ideology, and
Gramsci’s gradualism,
this manipulative process spread around the world
during the 20th century. Its blend of an evolving consensus or THEORY and
collective PRACTICE would be called PRAXIS. It would seal the new lessons in “open” minds, while undermining all forms of
traditional
certainties.
It would shift the public mindset from the
solid rock of
truth and facts to the shifting sands of collective opinion.

Karl Marx first mentioned PRAXIS in
1844.
According to the
double-speak
of the
Encyclopedia of Marxism, it’s “just another word for
practice
in the sense in which practice is understood by Marxists.” And according to various Marxist
documents, Marx saw it as the continual interaction of
“theory-and-practice, in which neither theory nor practice are intelligible
in isolation from the other.”[7]

In other words, the group must continually
confirm its evolving theories with corresponding practice. Its
members must be ready to compromise for the sake of consensus (the evolving
THEORY), and then PRACTICE its new views through some kind of group action or service
— followed by a time of group REFLECTION…. The process is repeated again and again,
ad infinitum.

Not all groups fit this mold.
Many Christian groups are grounded in facts, truth and certainty. They seek
God, not CHANGE! They act on His Word, not popular opinions. Their hope
cannot be quenched by the world’s changing opinions:

“This hope we have as an anchor of the soul, both sure and
steadfast…” Hebrews 6:19

THE MARXIST VIEW OF CHRISTIANITY– THE “RELIGION” OF HIS TIME

To Karl Marx, Christianity was detestable!
He hated it! And since its various
expressions had spread throughout Europe, it had to be eradicated. So, in his
Critique of Hegel’s Philosophy of Law, he wrote,

“Man makes religion, religion does not
make man….  Religion is the sigh of the oppressed creature, the
heart of a heartless world, just as it is the spirit of spiritless
conditions.

It is the opium of the people.”[8]

From a Communist perspective, it makes sense. But
from a Biblical perspective, it’s nonsense! Marx believed in continual CHANGE.
Christians believe in unchanging Truth, which clashes with that dialectical
progression. Christianity can’t be squeezed into the Marxist revolutionary
process. Nor can Marxism fit into God’s churches without perverting both Truth
and faith. The two are incompatible!

The

Encyclopedia of Marxism
rationalizes the word “absolute” to fit its evolving theories:

“…the
progress of knowledge never comes to an end, so the absolute is relative.
However, even a relative truth may nevertheless contain some grain of the
whole absolute truth,
so there is an absolute within the relative.”[9]

This distinction is important. Apart from God’s
unchanging Truth, there is no concrete hope or certainty to stand on, because
man’s unending desire to redefine reality knows no bounds. Few examples are more disturbing than
the distortions of God’s
Word in today’s postmodern churches. 

TRAINING OUR YOUTH IN MARXIST PRAXIS

An Internet survey of
American
colleges will quickly expose the acceptance and popularity of
Praxis. Take the University of Wisconsin. Its
page on “Service
Learning Pedagogy” sounds innocent enough. It seems to
reflect the
Christian tradition of loving and serving the poor and needy, but
it actually fits right into the Marxist formula for change:
Facilitated Dialogue (establishing a preplanned, transformational
OBJECTIVE) or THEORY + PRACTICE (practical experience that
changes values) = PRAXIS. Its website affirms this
process:

“The process of critical reflection
is an essential element of service learning. It enhances student
learning by connecting the service and the academic experiences. It links
THEORY with PRACTICE.”[10]

The real
purpose is calculated CHANGE. Whether the students’ assignment involves homeless
shelters, drug and addiction issues, community organizing, medical care,
or environmental issues, they will be led toward emotional
involvement with those who “hurt,” be they humans, animals or a “fragile
earth.” They learn to evaluate reality through subjective feelings,
which can easily be manipulated. Like the students in the infamous
Clinton’s Governor School, they
are trained to see life from an irrational — often a revolutionary —
perspective.

When students are immersed in morally “diverse”
contexts that mock Biblical values, they are likely to emerge with a disturbing familiarity with unforgettable corruption. They learn to “tolerate”
practices that mock our God,
empathize with those who face the painful
consequences of bad choices, and accept social evils as a normal
condition.

The actual transformation in student values will usually be measured by
assessments done before and after each service-learning experience.
These assessments are key to documenting the effectiveness of the program. The website for
Minnesota State Colleges and Universities shows the significance of
“reflection” and “assessments:

“Service-learning is not
volunteerism. Reflection allows students to think
critically about their experience, including how the experience
affected them emotionally and how their values may have changed.”

“Student assessments may include pre-service and
post-service assessments….”[11]  

This transformational strategy may sound
kind and compassionate to its numerous supporters, but it virtually immunizes most participants
against God’s moral guidelines. And those who don’t flow with the changing
values will pay the high cost of low assessments and poor
grades.

Julea Ward, a Christian
student at
Eastern Michigan University, was expelled from graduate school “for
not affirming homosexual behavior as acceptable.”[12] Though she wasn’t involved in formal “service-learning,” she illustrates the
general university attitude toward Christian values.

This seductive PRAXIS is now the norm in “service learning” programs from
elementary schools through college — and
on through adulthood. With
President Obama’s universal service plans, few will escape the mind-changing
manipulation. [See
Praxis through Service-Learning
for another glimpse of this transformational agenda]

REDEFINING RIGHTS AND FREEDOM

The 10-year old girl mentioned
earlier illustrates a battle that has raged in Germany since the days of
Hitler: Should parents have the right and authority to raise their
children according to their Christian faith? As you saw in
Part 1 of this series, the
Convention on the Rights
of the Child was designed to end that right in America and elsewhere.
Of course, in modern Germany, parents never had such a right:

“A critical hearing is scheduled in Germany in that nation’s
war against homeschoolers to determine whether a family can continue to
control the education of its high-performing son, 14. …the Schmidts have been fined about $18,300 for homeschooling, and since they
are unable to pay all of the fines, they have been subjected to a government
lien on their home. ‘Testing [of] both children showed that they have extraordinary
academic abilities…. The tests also showed the children to be socially
competent. This is critical as the Germans still hold to the disproven belief
that homeschool children are socially retarded.’…

“Several
hundred families are believed to be homeschooling in Germany. Virtually all
are in some type of court proceeding or living underground. One family even
fled to the U.S….

“…one of the first acts
by Adolf Hitler when he moved into power was to create the governmental
Ministry of Education and give it control of all schools and school-related
issues…. In 1937, the dictator said, ‘… we have set before ourselves the task of
inoculating our youth with the spirit of this community of the people
at a very early age…. And this new Reich… will itself take
youth and give to youth its own education and its own upbringing.'”[13]

Like
persecuted Christians
around the world, we must make a choice: will we please the world and
follow its ways — or please God and follow His Way? Since America is
rapidly embracing Neo-Marxist ideals, Christians who
refuse to conform may soon reap the wrath of the world. (See
The UN Seizure of Parental Rights)

Please stay alert to this transformation.
The pressure to compromise
our Biblical values starts in elementary school or earlier. Once the anchor to
Truth is torn away, most young minds will flow with the strongest
currents. Dear friends, don’t let go of that anchor! Warn your children!
And train them to trust,
follow and “abide”
in our wonderful Shepherd.

“…do not be
conformed to this world, but be transformed by the
renewing of your mind, that you may prove what is that good
and acceptable and perfect will of God.” Romans 12:2

Footnotes:

1.
Karl Marx and Frederick Engels, “Manifesto of the Communist Party” at

http://www.marxists.org/archive/marx/works/download/manifest.pdf

2. Dennis L. Cuddy, Ph.D., quoting John Dewey,
“Impressions of Soviet Russia,” “The New Republic,” 12-5-1928, pp.
65-66.

3.
“Cry Havoc” by Ralph de
Toledano, Reviewed by
Nathanael Blake, Human Events, 5-15-2007. See “Marxism,
the Frankfurt Institute, Dewey & the Planned Corruption of America“

4. 
Marching toward Global Solidarity at

http://www.crossroad.to/articles2/006/solidarity-1.html

5. “The Humanist Manifesto,” 1933.

http://www.americanhumanist.org/about/manifesto1.html

6. Bob Unruh,
“Court orders Christian child into government education,”
WND, 8-28-09. www.wnd.com/index.php?fa=PAGE.printable&pageId=108084

7.
“Encyclopedia of Marxism”
at

www.marxists.org/glossary/terms/p/r.htm

8. Karl Marx, “Contribution to
the Critique of Hegel’s Philosophy of Law,” cited in “Encyclopedia of Marxism,”
http://www.marxists.org/glossary/terms/r/e.htm

9. “Encyclopedia of Marxism,” www.marxists.org/glossary/terms/a/b.htm#absolute

10. “Service Learning Pedagogy,” University of Wisconsin at Milwaukee,

www4.uwm.edu/isl/faculty/pedagogy.htm

11.
Minnesota State Colleges and Universities at

http://ctlservicelearning.project.mnscu.edu/index.asp?Type=B_BASIC&SEC=%7b4C5905D1-AEA1-41D9-8980-AAA5B9CED040%7d&DE=

12
“University Removes Student Who Refuses to Affirm Homosexual
Practices” at

www.revelife.com/703424451/university-removes-student-who-refuses-to-affirm-homosexual-practices-stepping-over-the-legal-line/

13. Bob Unruh,
“State could take custody of
teen homeschooler,” WND,
8-29-2009.
http://www.wnd.com/index.php?fa=PAGE.printable&pageId=108123