September 19, 2019

A Product of Our Indoctrination Factories

It would be my guess that whoever the brain trust was behind the notion to dedicate a building to anything connected with Abraham Lincoln, they know virtually nothing of the man; at least the truth about the man and the history of his life and death. What more can epitomize my guess than to see the below sign labeling Lincoln as a democrat?

lincolndemocrat

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New-Science Wildlife Scientists: Creations of Wellington House – Part V

Before I get into talking about the one lead agency that is responsible for all things brainwashing in the United States, I think it imperative to continue on a bit more in exposing how the brainwashing is done and who is responsible for the creation of a duped wildlife science institution and the formation of a society willing and eager to accept it.

It is important, in helping readers to understand the dynamics of what is taking place, to distinguish the two things that must exist in order for effective brainwashing to take place. I have written of these two things already. One, is that there exist a deliberate and planned program to “train” educators and leaders at all levels of our society. Once the “trainers” are in place, then the brainwashing of the masses can take place in order that they become willing to accept the “to shape the moral, spiritual, cultural, political and economic decline of the United States of America.” This contrivance then begins to perpetuate and snowball with each passing generation until it becomes the gigantic monster that it is. It is my hope that I can begin to expose the enormity of this illusion, for without it comprehension is doomed to failure.

Charlotte Iserbyt is a former Senior Policy Adviser, under the first Reagan Administration, of the United States Department of Education; in the Office of Educational Research and Improvement. In this capacity, she had access to files on “restructuring American and Global Education”. She is also author of the book, “Deliberate Dumbing Down of America”.

Iserbyt was troubled after having read some of the files that existed that pertained to “restructuring” America’s education. As a senior policy adviser she was “trained” to identify the “resistors” of the programs designed to change our education system. Some of the programs designed to completely alter what our children were taught are: sex education, drug education; alcohol, suicide, death education. When Iserbyt recognized these “resistors”, her job was to “win them over.” One of the best ways to do that was to get as many respectable community leaders to drink the Kool-Aid and then dropping names often was all it took for “resistors” to follow along – a sad commentary, but nonetheless accurate. In her own words she says that she was trained at “conning” the communities in which she visited. This is a point in which once Americans would have asked why it was necessary to “con” the community? Either the program had merit and could stand on it’s own or it wouldn’t. Anything else had to have been a con game and what was the purpose of that snow job?

Iserbyt also speaks of the impact that Benjamin Bloom has had on American education. As she describes it, just about every teacher in the United States has to have been taught aspects of Benjamin Bloom’s ideology of “restructuring” education. This is often done through “sensitivity sessions”, something highly encouraged and done in National Training Laboratories “T-Groups”. Bloom’s twisted and to some, perverted, ideas about reeducating the masses have effectively permeated the depths of the United Nations and their UNESCO areas of education that I wrote about in Part III.

Bloom is called the father of outcome-based education and proudly describes his notions of what educating our people should be:

“The purpose of education and the schools is to change the thoughts, feelings and actions of students.” “….a large part of what we call ‘good teaching’ is the teacher’s ability to attain affective objectives through challenging the students’ fixed beliefs and getting them to discuss issues.”

The professor often bragged at workshops geared at “training” teachers that he could take a young student and convert them to atheism from Christianity in about an hour.

Berit Kjos writes that, “Facilitated group discussion is key to the transformation, and UNESCO’s plan for “lifelong learning” calls for universal participation. Young and old everywhere must be trained to think and work collectively.”

And again here, “This mind-changing (Hegelian dialectic) process required students in Communist nations to “confess” their thoughts and feelings in their respective groups. Trained facilitator-teachers would then guide the group dialogue toward a pre-planned consensus.”

Recall if you will what I wrote in Part IV about the recent symposium that was put on by the Idaho Department of Fish and Game, presented as a means of attempting to discover what the people of Idaho wanted the department to do about finding new means of financing the department. The event had nothing to do with what they presented it as but everything to do with what was just described above, whether IDFG knew what they were doing or not. I believe they knew full well what they were doing simply by looking at the slate of presenters for the conference.

When groups gather, such as the one in Idaho, a well-trained and fully brainwashed facilitator will cause the “transformation”. This transformation results in more than just what might meet the eye. Not only will the event achieve a result that then can be misrepresented by claiming it was what the people wanted, their brainwashing processes continue, as all in attendance have been subjected to a “training” session all of its own. Each participant leaves having learned how great and productive facilitated meetings are. And the cycle grows and continues, which is all part of the bigger plan.

All of this reminds me of a simple card trick but to the person without the ability or the desire to think for themselves, can be easily duped. As the presenter of the card trick, select four cards; two, three, four and five will work wonderfully. You have a participant select one of the cards and have them hold it. You should know which card the person is holding. If you can’t figure out how to do that then I suggest you not try this trick.

Let’s say as a “facilitator” of the trick you know the person is holding a four of clubs. You are going to make them think you are going to guess the card they picked and so you use a process of elimination. You say, “I’m thinking of two numbers between 2 and 5.” You ask them to pick 2 of those four numbers. If they pick say, 3 and 4 you say, “pick one of those numbers.” If they say three, you tell them that leaves 4. If they pick 4 they’ve made it easy for you.

You use the same process to select a suit until you eventually have them convinced you picked their four of clubs card. Stupid? You bet. But the point here is, this is the same process a trained facilitator will use to force desired results. Getting people’s ideas and writing them down always works well. That’s why there are always easel boards and overhead projectors. If nobody in attendance offers up the desired ideas, predetermined before the meeting, then the facilitator will suggest it to them and write it down. Certainly no one there will question or even suspect what they are up to. They will eagerly nod their heads and agree because mostly that’s what they have been brainwashed to do. After all, they are a facilitator, right?

Are you getting any clue here as to how deeply entrenched this outcome based manipulation is into our education systems and thus our entire society? Because we have been so brainwashed to believe that our government and our leaders are better than those evil other countries, we seldom, if ever, question. We just accept. The more robotic, passive and unthinking we are, the better it is for the “change agents”, the “facilitators” and those really in control.

This process might not seem so sinister if it wasn’t for the ambition of those with power and control, “to shape the moral, spiritual, cultural, political and economic decline of the United States of America.”

Part VI will look more closely at the Environmental Movement and I’ll begin to pull this all together in what I hope will make more sense.

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New-Science Wildlife Scientists: Creations of Wellington House – Part III

Wildlife biologists as a whole are not evil people, nor are those who have educated them, our children and all of us from day one. Most are products of the same environment as you and I. I can’t speak directly for you, but I’m not an evil person; although I’m sure there are those who would disagree. As those famous words say, “Forgive them Father, for they know not what they do.” The transformation did not happen over night. It has taken no fewer than 100 years to bring the United States to the brink of disaster; a catastrophe as it relates to our social identity and mind set. This change is sure to lead to a complete metamorphosis of such degree that history will not be able to recognize what we have become.

In Part I, I expressed thanks for the few people left in this world who think on their own. Why, I cannot fully explain but nonetheless this chosen band of perceived renegades have done perhaps more for us than any of us know or will ever know.

There exists a YouTube video called, “Slavery and the Eight Veils (truth as you have never imagined)“. For the life of me I cannot understand why the makers of this video chose to choreograph it as some kind of weird revelation, with eerie and bizarre music, etc. The content of the video is compelling and should incite some sort of thoughts in those who view it, even if the information contained therein is not completely factual or can be substantiated. It is thought provoking. The significance of the video is to show that the overwhelming majority of people in this world remain blindly and robotically snuggled within the first veil of slavery, many of which fear truth beyond that veil as they have been programmed to do. Watch the video and then ask yourself where you are and just as importantly, why.

Who and what are the forces that have taken such a grip on our lives that we can no longer think for ourselves and are eager to extol the weltanschauung (articles of faith, canon, catechism, church, confession, conviction, cult, doctrine, dogma, faith, ideology, persuasion, profession, religion, tenet), even when this exalting and glorification of nonsensical doctrine is contrary to common sense and even defies sanity? It is certainly NOT my father’s way of thinking. And with this comes the emboldening of individuals who force their weltanschauung on others when what made America great was the freedom, liberty, rights and the pursuit of life and happiness without interference from others.

The network of forces at work is vast and I can never cover them all. My intention here is to begin with a few organizations and attempt to convince you that there is more to this sinister event than what you are allowed to see. All of these organizations are linked together for one grand purpose; to shape the moral, spiritual, cultural, political and economic decline of the United States of America.

The overwhelming majority of us probably have never heard of but a fraction of the non governmental organizations (NGOs), think tanks, research institutes, non profits etc. that bind and restrict the freedoms of our lives. Oftentimes we hear names of such groups and pay little or no attention to them. It’s time that we all stop doing that. Every time you hear another name of an entity involved in any aspect of your life, no matter how insignificant it may appear, do a bit more research of your own and find out what this group is up to and more importantly, who sponsors it; that is if you any longer care enough.

Let’s first begin with an entity that probably most of you have heard about but may not have knowledge as to exactly what they do, how far their reach is and what is their objective. The United Nations(UN) could entail an entire book but I intend to narrow the focus to education and how their influence is destroying, deliberately, our outdoor heritage.

The effort to “shape the moral, spiritual, cultural, political and economic decline of the United States of America” began before the United Nations (once the League of Nations) was created on August 8, 1945. On that day, the US was the first nation to sign the charter and become a member. This act, in and of itself, is often debated as to whether or not it is constitutional. I’ll leave that decision up to you. I will however point out the many, many treaties the US has signed with the UN and direct you to the fact that they are, in fact, illegal and unconstitutional.

In 1829, Chief Justice of the U.S. Supreme Court, Marshall, wrote: “A treaty is, in its nature, a contract between two nations, not a legislative act. It does not generally effect, of itself, the object to be accomplished; especially, so far as its operation is intraterritorial; but is carried into execution by the sovereign power of the respective parties to the instrument.” (Emboldening added)

In 1884, U.S. Supreme Court Justice, Miller, wrote in reference to the Head Money Cases: “A treaty is primarily a compact between independent nations.”(emboldening added)

When we examine the several treaties the United States has with the United Nations, we see that all of them are illegal and unconstitutional and yet we continue to abide by said treaties while indulging in more. When outdoor sportsmen consider only the treaties signed within the Endangered Species Act, we should be outraged. And presently, President Obama is intending to find a way to turn the sovereign rights of the people of the United States to own firearms over to a non sovereign entity, a club of good ole boys who control all the purse strings and wield the power of a tyrannical despot. Ask yourself how much these treaties have an influence in your life and that of your children, while considering if the fact that Americans own guns by the millions is the last hold out obstacle before the U.S. becomes part of the planned New World Order run by a One World Government head by a dictator.

Turning more directly to education, the entire compass becomes vast, shady and totalitarian, designed to mislead and redirect. UNESCO (United Nations Educational, Scientific and Cultural Organization) is perhaps the giant, horned administrator of all things educational, scientific and cultural under the auspices of the United Nations. Consider the mission statement:

The mission of the UNESCO Education Sector is to:

*provide international leadership to create learning societies with educational opportunities for all populations.
*provide expertise and foster partnerships to strengthen national educational leadership and the capacity of countries to offer quality education for all.
*work as an intellectual leader, an honest broker and clearing house for ideas, propelling both countries and the international community to accelerate progress towards these goals.
*facilitate the development of partnerships and monitors progress, in particular by publishing an annual Global Monitoring Report that tracks the achievements of countries and the international community towards the six Education for All goals.

What does this tell us? Absolutely nothing really and by design! It all sounds good but tell me who decides what is “quality education”? What is a “learning society”? Number three intimates that UNESCO will decide what you and your child shall learn and you have no say over it. Is that any good?

UNESCO partners with the following (you need to take the time to study and find out about these agencies. After all, they are part of our destruction.):

1.)United Nations Development Program
2.)UNICEF
3.)World Bank
4.)International Labor Organization (for teachers)
5.)World Food Program
6.)Delivering as One
7.)United Nations Population Fund
8.)List of Nations and their organizations that donate money
9.)NGOs
10.)Private Donors (In consideration of a joint initiative with the World Economic Forum, consider these partners.)

Some readers will make comment that all of these programs are good. After all, how can anybody deny that feeding children is a bad thing. It’s not. It’s what the children become subjected to that is wrong and that seemingly nobody cares about, providing they get a free meal. And that too is by design. It’s one of the oldest tricks in the book on how to brainwash and proselytize. Lure somebody into your power structure by offering something for free and then let them have it with your ideologue and mind manipulations.

Another of UNESCO’s partners is the Global Partnership for Education. GPE’s stated mission is: “To galvanize and coordinate a global effort to deliver a good quality education to all girls and boys, prioritizing the poorest and most vulnerable.”(emboldening added)

Something to consider in this is that it is the mission of GPE to “galvanize and coordinate a global effort”. Does that mean an effort to reach all over the world or does that mean to educate children all over the world into a global mentality; a brain dead, robotic, mind changing and easily manipulated child who will grow up and do the bidding for those pulling all the strings?

A giant of a “catch” word over the past several years is “sustainability”. How many of you have actually thought about and looked into just what that means? It certainly sounds good but it is not. Sustainability has become a center of focus in just about everything we do in our lives. There is sustainability in education, population, growth, you name it, it’s there. And somebody or something is deciding how many people should inhabit this earth, how much, if any, food you can grow, what you learn in school and what kind of food you can eat.

Sustainability plays a giant roll with environmentalists and animal rights groups to put an end to hunting, trapping and fishing. Their brainwashed contention is that nature balances itself and that man should not be allowed to harvest game because it is NOT SUSTAINABLE and the people have a right to protect all wildlife.

Is this what you want? This is all done in the name of sustainability and that word comes to us courtesy of the tyrannical United Nations; a non sovereign boys club that has no country, no nation, no government, no army, nothing that identifies it as a sovereign country. But who gave the United Nations the word “sustainability”?

UNESCO is just one small part of the United Nations’ brainwashing organization and yet I’ve only begun to scratch the surface as to how deep the indoctrinating and proselytizing goes; not just in the UN but within the hundreds of organizations sanctioned to destroy you and me and all that was passed down to us from our forefathers.

All of these programs are by design and not just happenstance. As a reader you can choose to ignore any or all of this information and remain conveniently shrouded behind curtain number one, or you can follow along, doing your own research to discover why your local fish and game department has fallen in love with the likes of environmental groups while turning their backs on the sportsmen. This is one of those instances where I said, “even when this exalting and glorification of nonsensical doctrine is contrary to common sense and even defies sanity.” It makes no sense that what worked and worked well, is flushed down the toilet and replaced with nonsensical doctrine that defies rational thinking; unless your goal is to destroy it.

Due to constraints of time and space, I cannot begin to uncover for you the depth of despair the United Nations brings. Nothing about it is good. I’m sorry if that bunches your undies. If you think the majority of what the UN does is good, you are a victim. Time for a change.

In Part IV, I’ll begin looking at other brainwashing institutions such as, National Training Laboratories, Stanford Research Institute, Rand Corporation, Massachusetts Institute of Technology, Second Nature, United States Department of Education, the list is a hundred miles long and they all have something in common. I’ll also show you how California is the model for what America is to become all brought to you by the same evil forces running the rest of the planet.

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New-Science Wildlife Scientists: Creations of Wellington House – Part II

It is not my intention to foist all the blame for terrible, ridiculous, confusing, misleading and down right poor wildlife management on wildlife science graduates of our universities because that is only part of the picture. It is imperative to keep in mind the entire picture, for the work the new-science scientists are doing would not be working – meaning they are getting away with it – if you and I had not been “trained” to accept it; much like preparing a great Thanksgiving dinner and having no table or guests prepared to eat it.

This concept is probably confusing to most because they cannot see themselves as not holding truth. Most all Americans have knowledge of varying degrees but what is the root of that knowledge? Recently in a mild discussion I had with a friend, I posed the following thought in order to catch a reaction: “Suppose for a moment, if you will, that most everything you have been taught since the day you were born was a lie.”

I got mostly a blank stare and that came as no surprise. After all, who wants to discover they are living a lie? Just think about what that would mean and soon you find how terrifying such an epiphany would be and you want to quickly retreat to the familiar comforts of the environment that’s been created for you.

Let’s return to the list I mentioned in Part I. That was the list of all the things that you believe made America great. That list will vary by generations as the younger our American citizens are, the less they know of what did make America great. If you’ve made a list, whether real or in you mind, on that list you may have included a few things that I talked about in Part I.

I briefly touched on the following:

1.) Our inalienable, God-given rights
2.) The North American Model of Wildlife Conservation
3.) A citizenry (sportsmen) who care enough to protect a resource

and to this list, as it pertains to hunting, trapping, fishing, etc., we can add:
4.) Outdoor heritage
5.) The increase in strength of the family unit for those in the outdoors together
6.) The freedom to access land for outdoor recreation
7.) Our access to game resources, i.e. management of wildlife to create a sustainable yield.

I am sure you can add to this list but let’s not miss the point. If these are some of the things that made America great, and I wanted to change and/or destroy that, I simply have to attack each one. If this American heritage and culture were deeply engrained into our society, one might expect it would be difficult to one day just say, “No more hunting, trapping and fishing!” That’s not how it’s done. It’s done one step at a time. A painstaking method of changing the thought processes of the people; all the people.

In looking at my list, I would need to teach people that our rights come from man, meaning governments and that there is no God; that the North American Model of Wildlife Conservation is only designed for evil men who like to kill things to prove their manhood; that the family unit is invaluable and the identity of that unit must be changed; that sportsmen are selfish, irrational killers of innocent animals; that times have changed and there is no need for a heritage grounded in the outdoors; that the family has better things to do, like go to movies, play computer games, cellphones, sex, drugs, etc.; that land belongs to the government and government decides who can access it and when.

Haven’t many of these things already taken place? And we wonder what is happening to our heritage? Unfortunately, because we are all products of the same education/indoctrination/brainwashing system, we fail to even ask why? Who? What? When? Where? How?

What things in this country have influence over you and your children? Again, along with your list of things that made America great, draft another list of the things in your life that have influence over you and your children/family and friends. It may look something like this:
1.) Parents
2.) Friends
3.) God/Church
4.) School/teachers
5.) Television
6.) Music
7.) Books
8.) Sports
9.) A mentor

Have you ever asked yourself who has control over each of these things? Is it you and I? Have you ever considered that perhaps someone or something has control over all of them and their plan is to change and/or destroy all of those things that made our nation great and along with it, the destruction of our heritage?

Many years ago, the world was very large. We and our children didn’t have access to instant information. Our children spent the majority of their time at home with family, having meals together, learning together, working together, playing together, etc. and the parents, having spent the most time with their kids, had the most influence over them. That no longer is the case. Schools, television, computer games, cellphones, music, etc. are the big influences. If you are willing to accept this premise, then if you care about your family, shouldn’t you know who controls what controls your kids and if there’s a plan behind it?

I do not intend to get into a parenting debate with readers but if we can’t get a grasp on this issue, we can never understand why our outdoor heritage, actually our heritage in general, is disappearing before our very eyes. We are losing our identity and this is because our children are having their identity created by someone else rather than mom and dad.

What if there was one entity with the power, money and influence to control nearly every aspect of our lives and we don’t even know it’s happening? Who decides on our children’s school curriculum and why? Are you aware of what your children are watching on television, who’s behind the programming and what they intend to accomplish by offering it to you and your family? The same can be asked about music, books, nearly every aspect of our lives. Why are we complacent and let it happen?

In Part III, I’ll begin to take a look at the actual people and entities that control our lives. It is that control that decides that our outdoor heritage will be destroyed and hopefully we can learn to recognize it and how it is being done. Then and only then, can we hope to stop it.

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New-Science Wildlife Scientists: Creations of Wellington House – Part I

I thank God daily that there still exists in this country a few people who think independently; who refuse to blindly accept the “settled” theories, the many studies and the strategic lying of our string-pulled media without questioning. Without these people, surely by now America and the rest of the world would have been devoured by the New World Order lead by a One World Government headed by a dictator. These thinking people are slowing the process and keeping the promoters of the destruction of this country, with the goal of One World Government, somewhat at bay.

Recently, I have told many older friends to sit down and make a list of everything they could think of that made America great; the greatest nation on earth where everyone wanted a piece of the American Dream; where none dared rattle our cage or test our resolve. If we were to examine that list, then wouldn’t it make sense that in order to destroy the greatness of a country like America that all one need do is take each item and change or destroy it?

Unfortunately, with each passing generation, the list shrinks or is completely rewritten reflecting the changing mindset of the American citizen. But why? Is this change, at least from the perspective of those who can recognize it, a natural phenomenon? In other words, is it in man’s nature, that given to him by God, to willingly work at destroying inalienable, God-given rights and all that made America great? Or are there forces at work, out to destroy, item by item, everything that is on that list of America’s greatness and for what purpose would they do this? I hope to answer at least some of these questions to give you a better understanding of why a well-proven wildlife management plan, a plan that in my opinion belongs on the list of what made America great, is being systematically destroyed and replaced with new-science outcome based education. In outcome based education, one chooses the desired outcome and manipulates the data, even devising of false data, to achieve such predilection.

It’s been about 10 years now that I began to turn my focus of writing and researching to hunting, wildlife, wildlife management, the environment, Endangered Species Act and much of all the politics that go, unfortunately, hand in hand now with everything related to the outdoors. It’s easy to castigate “environmentalism” as the root cause, and one’s effort in that would be rightfully justified, but there has to be more to it. Environmentalism contains innumerable evils, which to the trained eye can be recognizable, but who or what is behind environmentalism and is it the same force that is changing the mindset of our young students through education?

Over the years of writing and researching on these topics, it became very clear to me that people just didn’t think (and I use that term very loosely) the same way as previous generations. I wondered how long this had been going on, but more importantly, why.

If I may take a moment to step back to a time in American history when settlers and appointees of governments and commercial establishments took from the resources of wild game until one day it was realized that all taking and no giving was not sustainable – meaning without some kind of restrictions and efforts on the part of man to conserve the resources, there soon would be none.

While not a perfect solution, over time, coupled with a desire of many to sustain viable wildlife species, the North American Model of Wildlife Conservation was crafted. It wasn’t long before the implementation of this working model restored game species as well as gave the outdoor sportsmen the opportunities for surplus harvests, without depleting the resource. This Model became the envy of the civilized world.

So then, why are we moving away from it and replacing it with contrary, faux science, driven by outcome based strategies that are not working and have led to sizable reductions in game herds and overwhelming increases in large predators; a direct competitor of the hunter/trapper?

To go along with the mentality that exists in wildlife management, that nature is self regulating, there exists a hatred toward man. Man is always perceived as the culprit, the one to point a finger at as the destroyer of wildlife. There is an incessant drum beat of: “the animals were here first”, that “there are just too many people” and that “man is encroaching on everything to do with wildlife” and ruining it; while seldom providing the proper documentation to support such claims. It’s easy to look at places like Westchester County, New York, a suburb of New York City, where on a recent trip along the Saw Mill River Parkway heading for the Tappan Zee Bridge, I witnessed more deer grazing along the highway and in people’s back yards than I saw for an entire week of hunting deer in the deep Maine woods.

I suppose it may be related to the person who calls a glass of water half empty rather than half full, but others see this occurrence and somehow see it as man’s fault. The poor deer/dear! If it is man’s fault for doing too good a job devising ways to protect and conserve deer and other wildlife, then I guess the shoe fits and must be worn. However, these same man haters fail to comprehend history of how things were in America before it was America.

Many have swallowed the pill and believe what they have been told that in pre-Columbian days the forests, hills and plains of this vast and beautiful country were teeming with wildlife everywhere. While there existed areas of abundant wildlife, it is fact that much of our wildlife in this country never inhabited vast areas until man settled and unknowingly or unintentionally created large expanses of wildlife habitat by growing lush crops, lawns, flower beds, working forests, etc. The result now being perhaps the largest populations of most wildlife at any given time in history in this nation.

So, is the problem, if there is one, that man is ruining everything for our wildlife? Or, is there a problem that man has done too good of a job? Consider a recent article found in the Wall Street Journal, written by Jim Sterba. Sterba says that we have done such a remarkable job of conserving wildlife that in many areas there are too many and that presents a host of problems, some of which are very expensive.

It is not my intent to get off on side discussions about wildlife management. It is my intent to point out what I perceive as obvious and I’m sure non existent for others; that our scientists graduating from our education factories are leaving with information that, when applied, appears to be more geared at destroying our wildlife, while ripping man to shreds, rather than improving on a pretty darn good, man-made, wildlife conservation model for management.

Why? Who is teaching these students such things and why? Does it begin once they reach college or are our students being “prepared” to enter the science world long before college graduation day.

Part II will take a closer look.

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