AFT President Randi Weingarten Calls for Full Release of Test Questions
WASHINGTON— Statement of AFT President Randi Weingarten following news that a portion of the Common Core-aligned testing questions were released in New York as teachers and community members protest the overuse of testing in Albany.
“Releasing just some of the Common Core-aligned test questions in the middle of the summer doesn’t cut it. Parents and educators repeatedly have called for the full release of the questions—even taking our call to the Pearson shareholder meeting this past spring.
“We renew our call for the full release of the test questions—in a timely manner and in a way that is most useful for parents, educators and kids—not in the middle of the summer and right before the test results are announced.”
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Diane Ravitch's blog 
Taxpayers shelled out for those tests. Shouldn’t they see what they paid for?
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AlwaysLearning: I think your one-sentence comment speaks volumes.
To make it explicit: for all you free-market fundamentalists that want to privatize everything in public education, with your charter schools and vouchers and privatization schemes and your hysterical screaming about fiscal responsibility and doing more with less—
You should agree with the comment by AlwaysLearning. Without reservation. No caveats. No provisos.
¿? The silence is deafening…
😎
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Not to be picky KTA but it’s a two sentence response.
(Just funnin ya, ya know!)
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Señor Swacker: darn!
😱
See what happens when you’re on the internet while doing the required CCSS ‘closet’ reading—and you run out of fresh flashlight batteries and the screen dimmer on your portable PC is set low.
I am running over to Pink Slip Bar & Grille posthaste to wash away my sloppy decontextualized commentary with severely fermented beverages because, dontcha know, nobody gives an ardite [archaic Spanish coin of very little value] what I think [thank you, Lord Coleman!].
No more party togas for me for a awhile…
Thanks for the heads up.
😎
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No, taxpayers should not see anything. They are the slaves of corpororate America / Washington-elected-representative industrial complex.
Taxpayers pay so that Washington can play.
Washington and the overclass tell you what to feel and how to think. They pet and stroke your brain with their media monopoly.
You in turn, give up your disposable income to them so that they can do all the “doing” for you as you sit back and look the other way. Chances are you are looking at cable TV or some shiny new China fabricated merchandise inside a store window at a mall. They designed that just for you.
Aren’t YOU special!
In exchange, you are given the illusion and hope of having a decent quality of life, even though you don’t, and you can always identify with the overclass by telling yourself, “Hey, I can make it one day and be rich just like them if I just work hard.”
In the end, they own you, and they keep you alive long enough so that you can raise children, who will replenish your exhausted output of energy and become their new fuel and source of exploitation.
They are changing the education system and the middle class in general so that no one will want to or be able to think too much or question the status quo.
They are salivating at the very though of their very next move towards you.
They actually love you. They can’t have enough of you. They are addicted to you and your inability to vote, be vigilant, and be vocal. You are important to them.
Very important . . . . .
You are the hope and dreams and often the reality of their future.
And in the end, when the 1% becomes institutionalized, legitimaized, and normalized, you won’t know the difference between right and wrong because you and future generations will have had no frame of reference.
It was always their plan, their intention.
You are their “objet fixee”. You will give into them; they will absorb you. There is a quiet hush and seeming peace in this paradigm.
It is as it lives and breathes.
It just is . . . . . .
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Yes, so very true, and sad. Voting for Teachout, can’t wait.
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Thank you Randi. Stop Common Core. The “Union” adjusting State $tandard$ is an affront and violation of the Constitution and States’ Rights. The AFT is now un American.
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I wouldn’t thank her for this vague attempt to redeem the traitorous unions. When bully Mulgrew said he would punch and pummel teachers who were agains the CommonCore, Randi was laughing her fool head off. These tests are an abomination and seeing their data will not change that. Because of NEA and AFT complicity in the reformers’ schemes, veteran teachers are being purged ruthlessly and as her attendance at the TFA Anniversary Celebration confirms, Weingarten has no issues with interns beng sent in to replace teachers who have literally paid their dues.
While state pensions in CA are almost $300 billion shy of what they are obligated to pay, $80 billion of that is for teachers. As hard as it may be to fathom, Jerry Brown has betrayed teachers along with Weingarten to defers some of this debt. Nevermind that both owe much of their success to our profession or that mislabeled stature as “Democrats” . We have been screwed by our unions, who are in cahoots with a president I believe teachers had a lot to do with getting elected as well.
Our fault is still negotiable because, after all, how could we have known? It isn’t just our stalwart loyalty that defies the reasoning , it’s the depths of depravity this deceit is willing to go. Damage control from the common core fiasco is Consistant with the wool thus far pulled over our eyes .outcry for Duncan’s resignation is all very worthy of headlines and cheers, but do we have any doubt that is will go nowhere? Requesting test access is hardly an act of bravery on Weingarten’s part. Indeed, it is in line with the notion that the common core is here to stay like it or not. I am certain teachers have accepted that there will be national standards and some signed at the AFT convention to help Gates peddle the rewritten the mess with the added credibility of their education and experience.
This is their nature, but if they expect this to change the present plan to essentially erradicate the profession in exchange fo Ed tech and part time babysitters , they are deluded . Randi, Gates and reformers will use them and toss them out with the rest of us because we are the low caste losers bearing the burden for social ills like poverty, fatalism, and fractured systems that are failing everyone but the careerists and Oliarchs .
If teachers are willing to thank Randi Weingarten for pissing on their pathetic parade at this point, there is no point in defending public education. Educators are either going concede to these oppressors or they are going to supports the growing resistance of parents who do not want common core or charter schools anymore.
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Well said.
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So many people involved in this business of reform seem to be acting quite un American. In 2004, Bill Gates signed an agreement with UNESCO to develop a world-wide curriculum using Microsoft as a platform to digitally disseminate the goals and agenda of UNESCO. Five years later he is rolling out the Common Core so that our students will not learn about the sovereignty of the U.S. or their individual rights guaranteed by the Bill of Rights. They will instead be brainwashed about sustainable development and social justice which are issues important to the U.N.
On October 3, 2003, celebrating our new partnership with UNESCO, then Secretary Robert Paige, stated that the U.S. is pleased to return to UNESCO and we agree that our governments have entrusted us with the responsibility of preparing our children to become global citizens of the world. The Education for All initiative is consistent with No Child Left Behind….
Promoting World Citizenship over National Sovereignty is now Official US government policy for education. Evidence may be found by looking at The Center for Civic Education (CCE) – an NGO funded by the US DOE in 1994 to write America’s “National Standards for Civics and Government.” The CCE and its model Civics textbook, “We the People,” continue to be specifically named and funded by No Child Left Behind.[13] (All publishers are now rewriting their textbooks to conform to the official model.)
http://www.newswithviews.com/Chapman/michael.htm
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good randi
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Well, when the Value Added scores were released for NYC, it wasn’t the teachers who ended up being shamed, it was VAM. 3 years of testing, tens of millions of student and teacher hours and tax payer dollars spent and the end result was that NO useful data was produced. The results were entirely random and meaningless. They’re not releasing the tests because it’s impossible to brag about the failure of the system. Yet again.
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“They’re not releasing the tests because it’s impossible to brag about the failure of the system. Yet again.
Yet again indeed!!
That the system is a failure, was going to be a failure, going to be educational malpractice was proven in 1997 by Noel Wilson. The epistemological* and ontological** foundation of educational standards and standardized testing is so fraught with errors and fallacies that any results gleaned from the process are COMPLETELY INVALID. VAM and any other such scheme like the SGP’s based on those malpractices by definition are not only ILLOGICAL AND INVALID but the usage of such results UTTERLY UNETHICAL.
“Educational Standards and the Problem of Error” found at: http://epaa.asu.edu/ojs/article/view/577/700
Brief outline of Wilson’s “Educational Standards and the Problem of Error” and some comments of mine. (updated 6/24/13 per Wilson email)
1. A description of a quality can only be partially quantified. Quantity is almost always a very small aspect of quality. It is illogical to judge/assess a whole category only by a part of the whole. The assessment is, by definition, lacking in the sense that “assessments are always of multidimensional qualities. To quantify them as unidimensional quantities (numbers or grades) is to perpetuate a fundamental logical error” (per Wilson). The teaching and learning process falls in the logical realm of aesthetics/qualities of human interactions. In attempting to quantify educational standards and standardized testing the descriptive information about said interactions is inadequate, insufficient and inferior to the point of invalidity and unacceptability.
2. A major epistemological mistake is that we attach, with great importance, the “score” of the student, not only onto the student but also, by extension, the teacher, school and district. Any description of a testing event is only a description of an interaction, that of the student and the testing device at a given time and place. The only correct logical thing that we can attempt to do is to describe that interaction (how accurately or not is a whole other story). That description cannot, by logical thought, be “assigned/attached” to the student as it cannot be a description of the student but the interaction. And this error is probably one of the most egregious “errors” that occur with standardized testing (and even the “grading” of students by a teacher).
3. Wilson identifies four “frames of reference” each with distinct assumptions (epistemological basis) about the assessment process from which the “assessor” views the interactions of the teaching and learning process: the Judge (think college professor who “knows” the students capabilities and grades them accordingly), the General Frame-think standardized testing that claims to have a “scientific” basis, the Specific Frame-think of learning by objective like computer based learning, getting a correct answer before moving on to the next screen, and the Responsive Frame-think of an apprenticeship in a trade or a medical residency program where the learner interacts with the “teacher” with constant feedback. Each category has its own sources of error and more error in the process is caused when the assessor confuses and conflates the categories.
4. Wilson elucidates the notion of “error”: “Error is predicated on a notion of perfection; to allocate error is to imply what is without error; to know error it is necessary to determine what is true. And what is true is determined by what we define as true, theoretically by the assumptions of our epistemology, practically by the events and non-events, the discourses and silences, the world of surfaces and their interactions and interpretations; in short, the practices that permeate the field. . . Error is the uncertainty dimension of the statement; error is the band within which chaos reigns, in which anything can happen. Error comprises all of those eventful circumstances which make the assessment statement less than perfectly precise, the measure less than perfectly accurate, the rank order less than perfectly stable, the standard and its measurement less than absolute, and the communication of its truth less than impeccable.”
In other word all the logical errors involved in the process render any conclusions invalid.
5. The test makers/psychometricians, through all sorts of mathematical machinations attempt to “prove” that these tests (based on standards) are valid-errorless or supposedly at least with minimal error [they aren’t]. Wilson turns the concept of validity on its head and focuses on just how invalid the machinations and the test and results are. He is an advocate for the test taker not the test maker. In doing so he identifies thirteen sources of “error”, any one of which renders the test making/giving/disseminating of results invalid. And a basic logical premise is that once something is shown to be invalid it is just that, invalid, and no amount of “fudging” by the psychometricians/test makers can alleviate that invalidity.
6. Having shown the invalidity, and therefore the unreliability, of the whole process Wilson concludes, rightly so, that any result/information gleaned from the process is “vain and illusory”. In other words start with an invalidity, end with an invalidity (except by sheer chance every once in a while, like a blind and anosmic squirrel who finds the occasional acorn, a result may be “true”) or to put in more mundane terms crap in-crap out.
7. And so what does this all mean? I’ll let Wilson have the second to last word: “So what does a test measure in our world? It measures what the person with the power to pay for the test says it measures. And the person who sets the test will name the test what the person who pays for the test wants the test to be named.”
In other words it attempts to measure “’something’ and we can specify some of the ‘errors’ in that ‘something’ but still don’t know [precisely] what the ‘something’ is.” The whole process harms many students as the social rewards for some are not available to others who “don’t make the grade (sic)” Should American public education have the function of sorting and separating students so that some may receive greater benefits than others, especially considering that the sorting and separating devices, educational standards and standardized testing, are so flawed not only in concept but in execution?
My answer is NO!!!!!
One final note with Wilson channeling Foucault and his concept of subjectivization:
“So the mark [grade/test score] becomes part of the story about yourself and with sufficient repetitions becomes true: true because those who know, those in authority, say it is true; true because the society in which you live legitimates this authority; true because your cultural habitus makes it difficult for you to perceive, conceive and integrate those aspects of your experience that contradict the story; true because in acting out your story, which now includes the mark and its meaning, the social truth that created it is confirmed; true because if your mark is high you are consistently rewarded, so that your voice becomes a voice of authority in the power-knowledge discourses that reproduce the structure that helped to produce you; true because if your mark is low your voice becomes muted and confirms your lower position in the social hierarchy; true finally because that success or failure confirms that mark that implicitly predicted the now self evident consequences. And so the circle is complete.”
In other words students “internalize” what those “marks” (grades/test scores) mean, and since the vast majority of the students have not developed the mental skills to counteract what the “authorities” say, they accept as “natural and normal” that “story/description” of them. Although paradoxical in a sense, the “I’m an “A” student” is almost as harmful as “I’m an ‘F’ student” in hindering students becoming independent, critical and free thinkers. And having independent, critical and free thinkers is a threat to the current socio-economic structure of society.
*Epistemology (from Greek ἐπιστήμη – epistēmē, meaning “knowledge, understanding”, and λόγος – logos, meaning “study of”) is the branch of philosophy concerned with the nature and scope of knowledge[1][2] and is also referred to as “theory of knowledge”. It questions what knowledge is and how it can be acquired, and the extent to which any given subject or entity can be known. (from Wiki)
** Ontology is the philosophical study of the nature of being, becoming, existence, or reality, as well as the basic categories of being and their relations. Traditionally listed as a part of the major branch of philosophy known as metaphysics, ontology deals with questions concerning what entities exist or can be said to exist, and how such entities can be grouped, related within a hierarchy, and subdivided according to similarities and differences. (from Wiki)
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Wilson’s outline is not brief.
can you sum it up in a paragraph.
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No, Joseph, I can’t sum it up in a paragraph. My summary only touches upon what Wilson says. My suggestion is to read the whole thing as reading my summary is like reading the cliff notes for War and Peace instead of the novel. It just can’t do the reading justice.
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Dear Dr. Ravitch:
After I open and read this below link, I am very offended by American Government’s policy in SUSTAINABLE DEVELOPMENT re: Education, Economy, and Environment.
Please advise me that Mr. Chapman’s link is mistaken or American Government’s policy was drafted by council of all brain damaged scholars.
Mr. Lloyd Lofthouse’s wife and I can testify that the below text written about communist economy is such fabricated and extremely WRONG. I am looking forward to receiving your confirmation and advice regarding American’s Education for All = No Child left Behind without Federal funding IF teachers DO NOT conform in teaching “text written by damaged brain!”
Don’t these damaged brains have ever acknowledged or researched or interviewed with immigrants and boat people due to: “1989 the Fall of Iron Curtain in USSR”, “1989 the Fall of Berlin Wall”, “Jun 3, 2014 – 1989: Massacre in Beijing’s Tiananmen Square”, “April 30th, 1975 communists invaded Southern VN”…
Thank you very much for your precious time in answering and educating a 37 year- immigrant due to communist invasion to Southern VN. Respectfully yours, May King.
http://www.newswithviews.com/Chapman/michael.htm
EDUCATION FOR SUSTAINABLE TYRANNY
By Michael J. Chapman
February 3, 2007
NewsWithViews.com
The United Nations Plan for Our Children
Children are indoctrinated to accept total control through biased economic lessons in their social studies texts. Compare the positive language describing government control over the economy to the negative language describing free-market systems:
• Under a lesson on Stalin: “An economy completely controlled by government is called a command economy. Within just 20 years the Soviet Union became one of the world’s strongest industrial nations. Thousands of railroad lines crisscrossed the country, linking towns and cities that had never been connected before.”[22]
• Castro’s Cuba: “For some people life became better under Castro’s communist dictatorship. There is less poverty since Castro gained control.”[23]
• Mao’s China: [Next to a picture of Mao surrounded by cheering peasants]: “The Communists…had become very popular…. The Communists also worked with farmers, showing them ways to produce more crops… They provided housing, medical care, and food supplies for city workers. They supported education for all, along with equal rights for women.”[24]
• American Economics: “Understanding Imperialism: The chief motivation behind imperialism is usually economic gain. Powerful nations can establish new markets for their manufactured goods…. Despite the importance of economics, Americans usually cited other reasons to justify their imperialism. Many Americans believed that they had a right and obligation to extend what they considered their superior culture to people less fortunate than themselves.”[25]
• Under a Cartogram depicting America controlling most of the world’s wealth: “Do you remember how imperialism affected countries in Africa and Asia?
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May King,
In a free country like ours, people can write whatever they want, regardless of whether it is true or false.you cannot believe everything you read, as there are people who–knowingly or unknowingly–write about vast conspiracies that are nonsensical. Read widely, read critically. Children are exposed to many ideas through school and through television. Their teachers are not indoctrinating them.
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from Chapman:
“The US Department of Education carefully insulated themselves from critics of this radical agenda by funding tax-exempt, non-government organizations (NGOs) to do their dirty work. Sometimes an NGO is several layers removed from its true funding source.”
We need to look at the Union and all those organizations that appear on this site that take their $. Some are very favored.
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When I co-taught Enlish in Middle School the lead teacher and I would during the summer go over the standards testing (pre-CCLS) to inform our teaching and to share with the next level to address any gaps. This was simply best practice…I don’t understand the reluctance or the foolishness of this approach by Pierson.
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Textbooks are created by people and therefore contain some mistakes. Hopefully, the mistakes get corrected in the next edition. Since textbooks are viewable by the public, these mistakes and corrections or absence of corrections can be public knowledge. As textbooks contain mistakes, it is likely that standardized tests contain mistakes.
Unless God wrote and published the standardized tests, they must contain some mistakes. Keeping them secret after they have been given is an abuse of public tax money.
Students could be learning the material correctly, but not getting credit for correct answers if there are mistakes on the tests.
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“Unless God wrote and published the standardized tests. . . ”
That ‘God’ cat would not touch such inherently false educational malpractices with one smidgeon of his/her/its being.
(That one’s for you Joanna-ha ha!)
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Wait a minute, if that ‘god’ cat were to be omnipotent and omnipresent as many claim then those educational malpractices are part of. . . . Oh, My GOD!!!
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Thank you Dr. Ravitch. I forgot that freedom of expression in public speaking and in journalism can be intentionally abused by villains. It is very disturbed to read Chapman’s link.
As long as I am alive, I will always advocate for humanity and union. Respectfully yours, May.
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You can choose to ignore the facts, but you cannot deny the facts. Everything that Michael Chapman wrote about Education for Sustainable Development is thoroughly documented with footnotes from original sources such as President Bush’s speech, the actual report published by the U.S. Government printing office titled Education for Sustainability, 1994, and the actual textbooks which are being used right now in classrooms across America to brainwash our students. Check the footnotes and follow up on them if you doubt the sincerity of Chapman or the truthfulness of the post.
I am not in any way accusing teachers of knowingly brainwashing our students. I am asserting that the U.N., UNESCO, Bill Gates and some people in high places in our government are placing these faulty textbooks in teachers hands and insisting that they teach from them knowing full well what they are doing. It is unfortunate if some teachers do not realize that they are pawns in the game. I commend the AP History teachers in NY who are speaking out against the new Social Studies Framework that removes the founding fathers from the AP course this year.
Michael Chapman is not a villain or a liar and neither am I for posting a link to his good work. The phrase “conspiracy theory” was invented by the CIA as a method of shaming and ridiculing people who did not accept the Warren Commission’s whitewashed phony report on the investigation of the murder of JFK. Since that time it has become a convenient method to shut people up or slander people who try to use journalism to actually shed light on a topic even if their investigations lead to a view that is unpopular and would call for a complete rearrangement of the previously held world view.
Professor Yong Zhao from China is speaking out against U.S. education “reform” because he recognizes that it is becoming more like Chinese education which has ultimately failed to produce even one Steve Jobs as he puts it. No creativity. Good test takers but no passion to become scientists and inventors and apply for patents on great ideas. So I understand how someone who grew up in a communist country would be appalled to see what direction American education is heading.
http://www.newswithviews.com/Chapman/michael.htm
Sustainable Society – Global Interdependence
The ultimate goal of Education for Sustainable Development is to prepare children to accept the total transformation of America under global totalitarian control – for the good of all. A popular McMillan 7th grade teachers’ edition explains the methodology used to build understanding toward the goal: “A growing awareness of deep national and international interdependence is vital… [This book] systematically builds students’ understanding of the economic, cultural, political, and ecological connections among peoples.”[29]
Footnotes:
1, Education for Sustainable Development
2, President Bush’s speech to the UN General Assembly, Sept. 12, 2002
3, Education for Sustainable Development
4, Our Common Future; World Commission on Environment and Development, [no date] Oxford University Press, New York, see Chapter 2, “Towards Sustainable Development” p. 43.
5, The Johannesburg Declaration on Sustainable Development, September 4, 2002, UN Agenda Item 13, p. 1.
6, http://www.un.org
7, http://www.ed.gov/news/speeches/2003/10/10032 003
8, Education for Sustainability; 1994; US Gov. Printing Office; ISBN 0-16-048783-8, Introduction.
9, For a detailed analysis of international agreements implemented in the United States, see America’s Schools: The Battleground for Freedom, by Allen Quist. Chaska Minnesota, EdWatch, 2005, especially pp. 57-63, ISBN 0-9675196-4-0 [available through edwatch.org].
10, see http://www.esdtoolkit.org and follow the funding link.
11, McKeown, Ph.D., Education for Sustainable Development Toolkit; University of Tennessee, Knoxville, TN; Version 2, 2002. (Available at http://www.esdtoolkit.org)
12, McKeown, ESD Toolkit, p. 22.
13, National Standards for Civics and Government; Center for Civic Education, Second Printing 1997, Calabasas, California: see inside cover: “Funded by the U.S. Department of Education and The Pew Charitable Trusts”
14, Patrick, Indiana University, Bloomington, June, 2003; http://www.civiced.org/articles_Patrick_global.pdf p.1-2.
15, See http://www.arkofhope.org
16, LA Times, May 8, 1997
17, McKeown, ESD Toolkit, p. 23.
18, Schimmel, Dear Children of the Earth; Northword Press, Inc; Minocqua, Wi, 1994,
19, Living in Communities, Teacher’s Edition; 1995 Silver Burdett Ginn; Morristown, NJ, p.207
20, This is My Country, Teacher’s Edition; 1994; Houghton Mifflin Company; Boston, MA, p. 343.
21, St. Paul Pioneer Press; Monday, December 1, 2003, opinion page
22, World: Adventures in Time and Place, 1997, Macmillan/McGraw-Hill, New York, p. 538.
23, The World Past and Present, Teacher’s Edition, 1993, Macmillan/McGraw-Hill, p. 649.
24, World: Adventures in Time and Place, p.552.
25, A More Perfect Union, 1991, Houghton Mifflin, Boston, MA, p. 534.
26, The World Past and Present, p. 660.
27, The World Past and Present, p. 663.
28, What Democracy Means to 9th Graders, US Results From the IEA Civic Education Study, US DOE, NCES 2001-096, 2001, p.62
29, The World Past and Present, Teachers Edition, 1993, p. T15.
30, Living in Communities, 1995, p. U6-C.
31, This is My Country; HMSS Teachers’ Edition, Boston, 1994, p. 334 & 336 margin.
32, America Will Be, Houghton Mifflin, 1994, p. 92
33, The World Past and Present, p.285.
34, The Challenge of Governance, p. 30.
35, We the People, p. 207
36, We the People, p. 208 [book #4]
37, National Standards for Civics and Government, Appendix C, Glossary “citizenship” p. 151.
38, We the People, Glossary under: “civic virtue”, p. 266.
39, Chapter 1 Quiz on “Role of Government” – 7th Grade, Sept. 2002, Golden Valley Public School, question #6.
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Hi Dawn:
Thank you for your honesty in sharing Mr. Chapman’s link. However, the echoes from your post do not sound conscientiously enough from educator’s role, as in
“I am asserting that the U.N., UNESCO, Bill Gates and some people in high places in our government are placing these faulty textbooks in teachers hands and insisting that they teach from them knowing full well what they are doing. It is unfortunate if some teachers do not realize that they are pawns in the game.”
Please be honest to you and to me that if any illegal or legal force in this democratic society asks you to drink a poisonous mixed cocktail and then pass around to your family and friends in your community, you know your civil rights to defend for your life and the lives of your loved ones, WOULD YOU OBEY their order to kill you and all of your loved ones???
It is very disturbed to read Mr. Chapman’s link and your weak defense without any democratic solution. Honestly, if you want to expose the bad side of any party, please provide with a solution or suggestion to actively cancel out its bad agenda.
In your case, you accidentally and naively reinforce/ broadcast the “untrue” paragraphs to some uneducated/ inexperienced mind without a thorough reading. Please be careful what you spread out the untrue or even true story without your intentional input to cancel the untrue or to support the true story.
For example, please emphasize that
“Teachers DO NOT conform in teaching “text written by damaged brain!” Haven’t these damaged brains ever acknowledged or researched or interviewed with immigrants and boat people due to: “1989 the Fall of Iron Curtain in USSR”, “1989 the Fall of Berlin Wall”, “Jun 3, 2014 – 1989: Massacre in Beijing’s Tiananmen Square”, “April 30th, 1975 communists invaded Southern VN”…
It is just my amicable suggestion that you and Mr. Chapman should not become a tool to bad people regardless how rich and powerful they are, because you are an educator with conscience and dignity. Back2basic
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The Hegelian Dialectic has been used as a control device which discourages thinking outside of a box of choices. It includes any systematic reasoning, exposition, or argument that juxtaposes opposed or contradictory ideas and usually seeks to resolve their conflict. There is plenty of documentation at this point that Wall Street bankers and families like Rockefeller and Bush were instrumental in building up the Soviet Union and Hitler at different times in history. Why would they do that? People who profit from arms sales often fund both sides. People in high places benefit when the masses think there is a great bogey man out there because they become willing to give up individual rights in order to be “protected by the state.”
“Progress in the Hegelian State is through contrived conflict: the clash of opposites makes for progress. If you can control the opposites, you dominate the nature of the outcome.” – Antony Sutton
Antony Sutton was an economics professor at California State University who wrote over 20 books on this subject, including Technological Treason, Wall Street and the Rise of Hitler, Wall Street and the Bolshevik Revolution, Trilaterals Over Washington, Western Technology and Soviet Economic Development, National Suicide: Military Aid to the Soviet Union in 1973, How the Order Controls Education, How the Order Creates War and Revolution, The Best Enemy Money Can Buy.
Basically, labels of right or left, Democrat or Republican at this point are meaningless. The solution is to categorize people on the basis of their actions, not their supposed philosophy. “We need to eliminate the Hegelian system that stifles individual initiative and trains children to become mindless zombies, serving the State.”
This system needs to be exposed, discussed, and become so well understood that every newscast can be interpreted through this frame of reference. Once that is accomplished people will no longer put up with this endless stream of contrived conflicts and the charade of phony choices which usually requires sending our beautiful children off to war and sending large chunks of our paychecks to pay off the Federal Reserve private banking cartel.
I prefer to think that teachers complicity in going along to get along stems from a lack of information rather than a lack of conscience. That can be easily remedied with education. That is why I bother to spend some time commenting here.
Here are a few quotes by powerful people in the U.S. admitting what they are up to:
We can’t be so fixated on our desire to preserve the rights of ordinary Americans.”
– Bill Clinton, USA Today on 3/11/93, page 2a
“It is well enough that people of the nation do not understand our banking and monetary system, for if they did, I believe there would be a revolution before tomorrow morning.”
– Henry Ford
“Today, America would be outraged if U.N. troops entered Los Angeles to restore order. Tomorrow they will be grateful! This is especially true if they were told that there were an outside threat from beyond, whether real or promulgated, that threatened our very existence. It is then that all peoples of the world will plead to deliver them from this evil. The one thing every man fears is the unknown. When presented with this scenario, individual rights will be willingly relinquished for the guarantee of their well-being granted to them by the World Government.”
– Henry Kissinger, Bilderberger Conference in Evians, France, 1991
“The drive of the Rockefellers and their allies is to create a one-world government combining super capitalism and Communism under the same tent, all under their control…. Do I mean conspiracy? Yes I do. I am convinced there is such a plot, international in scope, generations old in planning, and incredibly evil in intent.”
– Congressman Larry P. McDonald, 1976, killed in the Korean Airlines 747 that was shot down by the Soviets
“Some even believe we (the Rockefeller family) are part of a secret cabal working against the best interests of the United States, characterizing my family and me as ‘internationalists’ and of conspiring with others around the world to build a more integrated global political and economic structure – one world, if you will. If that’s the charge, I stand guilty, and I am proud of it.”
– David Rockefeller, Memoirs, page 405
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These are great quotations. What web site do you cut and paste them from?
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My mistake not to include it. Thanks for asking.
Famous Quotes about Government & Banking Control and the New World Order
http://www.amtruth.com/NWOquotes1
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Hi Dawn:
Honestly, the more people feel that they need to grasp a lot info, the more they fall into a trap that is named “brainwash” knowledge.
The best knowledge is your own experience after you practice or apply what you learn from the best teacher, at your very best condition of body, mind and spirit.
The best teacher in the world is Buddha who was in form of human being in his best condition: the strongest man, the richest man, and the wisest man in his time.
His teaching lessons are many, but I love his four guiding principles, as follows:
DO NOT quickly believe in the saying from:
1. People with authority, scientific knowledge, and wealth (due to their own gain)
2. People with old age, claimed to be a Wise-man (due to his lust for control and power)
3. Any written old testaments (due to it is possibly fake)
4. Any mystery, unfounded truth, and lack of proof of science (due to rumor or legendary).
So, Dawn, please cultivate or share Buddha’s lesson with your students, colleagues, parents and all acquaintances. If we are consciously aware of these four guiding principles, we would not be easily fear for any unknown. As a result, we will learn and will adapt to survive with few essential resources: honesty, self-respect, being considerate, and focus on the necessity, NOT DESIRE. We will bond and unit as ONE
UNBREAKABLE FORCE of mutual trust and care society. Yes, I am labelled as a dreamer because you and majority of celebrity people are willing to trade soul and dignity to The King of desire evil force for the fame and fortune. Back2basic
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Back2basic,
I do not know what you are talking about.
There is a Biblical basis to our Constitution. I do not believe in one world religion as the United Nations would like to foist on us all. I believe in individual rights, sovereign nations with humble and creative minds open to God’s grace can solve all problems.
Secret societies like Skull and Bones exist. The Council on Foreign Relations runs the White House. The Jesuits run the CFR. These things are documented by people like Antony Sutton and Carroll Quigley. It is our job to expose them because that is the way to end their reign and their power. Open your mind. Read outside the box.
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Hi Dawn:
Your sentence, ” I believe in individual rights, sovereign nations with humble and creative minds open to God’s grace can solve all problems.” needs to go with Buddha’s 4 guiding principles.
Individual rights and creative minds have been misled, abused and manipulative to the intentional gain for con artist and greedy philanthropists. For example there are Duncan, Rhee, Campbell, Chetty, and most recent lawyer Tripe (or Tribe?), according to many threads in this platform.
I am sorry that you do not know what I am talking about. May.
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