Maybe the same type that makes anyone with accounting and statistical experience other than a government employee laugh at most published US government numbers?

Freedom of the press to them means being able to say anything you want regardless of the concequences.

They don't care because they think it won't ever effect them personally.

Many of them don't even realize that the media isn't just news. It's Comedy Central, History Channel, HBO, Showtime, Nick At Night, children's programming, and so-on. They have no idea that our viewpoints are being shaped by those same media conglomerates.

They don't even realize that most of the movies we see in the theater and on DVD were produced by the same media conglomerates that give them the news in the MSM.

"There Will Be Blood" was produced by Paramount Pictures which is owned by the same company that produces CBS Evening News. Paramount Pictures - Wikipedia, the free encyclopedia

That miserable movie was nominated for several Oscars. It was just a terrible story about how evil Christianity and the Oil Industry are and how it drives people mad. I'm not kidding ether.
There Will Be Blood - Wikipedia, the free encyclopedia


Upton Sinclair - Wikipedia, the free encyclopedia
Oil! - Wikipedia, the free encyclopedia
Teapot Dome scandal - Wikipedia, the free encyclopedia
Albert B. Fall - Wikipedia, the free encyclopedia

__________________


"These two entities, Fannie Mae and Freddie Mac, are not facing any kind of financial crisis,"

"The more people exaggerate these problems, the more pressure there is on these companies,

the less we will see in terms of affordable housing." - Rep. Barney Frank (D)

Please stop discussing each other and get back on topic.

__________________
Election 2008 – Addicted to Placebos

I think it's time I signed off for tonight.

__________________


"These two entities, Fannie Mae and Freddie Mac, are not facing any kind of financial crisis,"

"The more people exaggerate these problems, the more pressure there is on these companies,

the less we will see in terms of affordable housing." - Rep. Barney Frank (D)

So, who determines education policy in your experiences?

When these people started working on education policy, were they starting with a blank slate? If not, what did they start with and where did it come from?

Can you please clarify what you mean by "education policy?" I want to make sure I answer the right question, but that term has a lot of room for interpretation.

__________________
When they come a wull staun ma groon
Staun ma groon al nae be afraid
Thoughts awe hame tak awa ma fear
Sweat an bluid hide ma veil awe tears

I get this a lot.

Tell me, what kind of education makes people afraid to do some simple reading?

What kind of education makes people ask, why people like me "need to see conspiracies everywhere"?

I do not need, nor do I want, to see conspiracies everywhere. I was much, much happier before I learned about all of these topics.

What I do want, is to know the truth, no matter how much I might dislike it, or how bad the taste is that is left in my mouth. I DO NOT SHY AWAY FROM PAINFUL TRUTHS.

Tell me, what misdeeds have been done by the US government that make you sick?

Name any wrong doing by the government which you have researched. I am only talking about the things the US government has ADMITTED to.

Tell me what whistleblowers you most respect and why?

Only looking at documented US government wrong doing, what makes you the most disgusted?

I, in turn, get this alot. Mostly by religious individuals but once in a while it shows up from a very similar ideological obsession with the almighty Truth.

There is a reason conspiracists don't become journalists. It has to do with skills of the trade.

Whatever. You are free to believe what you wish, but I doubt you even bothered to read my original post either.

Typical. No wants to discuss Dodd, or Wormser's comments.

Who sets the NATIONAL policy for the direction our public schools are to take?

At first, the foundations took control of the text books and found teachers to write history in a way that they approved of. This was explained to us by Dodd and Wormser.

The foundations then started creating education boards, groups, think tanks, etc.

These many organizations and some of their goals were in my second post.

Policies like "No Child Left Behind" are the work of the foundations.

Now we have this outcome based educations stirring up a hornets nest in some states.

Here is a really good SHORT piece on OBE.

Revenge of the blob - outcome-based education | National Review | Find Articles at BNET.com

The foundations did not take over education overnight. They have been working on it for almost a century. They have been careful to go slow, so as not to awaken the masses.

John Taylor Gatto was a teacher in Manhatten for 30 years. His accomplishments were pretty strong for a public school teacher.

Here is a tiny piece from one of his books.........

David learns to read at age four; Rachel, at age nine: In normal development, when both are 13, you can’t tell which one learned first—the five-year spread means nothing at all. But in school I label Rachel "learning disabled" and slow David down a bit, too. For a paycheck, I adjust David to depend on me to tell him when to go and stop. He won’t outgrow that dependency. I identify Rachel as discount merchandise, "special education" fodder. She’ll be locked in her place forever.

Table of Contents - John Taylor Gatto

The foundations do not tell teachers what to teach, or how to teach, they have their paid members of academia create "guidelines". These guidelines are then discussed and kicked around until they are adopted, revised, or scrapped. This has been going on for almost 100 years. Once adopted by the FEDGOV, they are then passed on to the states and then to local schools.

In my second post I had all of the dates and education organizations that were funded by the foundations. If you are really interested in this topic, you need to read it.

The piece I posted takes the information from several books that it lists. One is from Gatto, a 30 year school teacher.

1896-1920: "A small group of industrialists and financiers, together with their private charitable foundations, subsidized university chairs, university researchers, and school administrators, and spent more money on forced schooling than the government itself did…In this laissez-faire fashion a system of modern schooling was constructed without public participation." (Gatto).

This is how it started and it has continued ever since.

One of the other authors listed as a reference is Charlotte Iserbyt.

Charlotte Iserbyt is the consummate whistleblower! Iserbyt served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America's classrooms. Iserbyt is a former school board director in Camden, Maine and was co-founder and research analyst of Guardians of Education for Maine (GEM) from 1978 to 2000. She has also served in the American Red Cross on Guam and Japan during the Korean War, and in the United States Foreign Service in Belgium and in the Republic of South Africa. Iserbyt is a speaker and writer, best known for her 1985 booklet Back to Basics Reform or OBE: Skinnerian International Curriculum and her 1989 pamphlet Soviets in the Classroom: America's Latest Education Fad which covered the details of the U.S.-Soviet and Carnegie-Soviet Education Agreements which remain in effect to this day. She is a freelance writer and has had articles published in Human Events, The Washington Times, The Bangor Daily News, and included in the record of Congressional hearings.

The other main author is Beverly K. Eakman.

Beverly K. Eakman is an American educator and writer who co-founded the National Education Consortium in 1994.

For nine years she was a high school teacher of English, literature, and debate. From 1974 until 1979 she was editor-in-chief, science editor and technical writer for the official newspaper of the National Aeronautics and Space Administration. She has also been chief speech writer for the National Council for Better Education, Chief Justice Warren E. Burger, the Commission on the Bicentennial of the US Constitution, Voice of America, and a writer-editor for the US Department of Justice.

Her articles have been published in Education Week, Chronicles: A Magazine of the American Culture, The Washington Times, Insight Magazine, National Review, Crisis Magazine, Vital Speeches of the Day, and the Washington Post. She is also a columnist for NewsWithViews.com.

These are not whacko conspiracy nuts. These are good caring people who were part of the education profession who are trying to warn us about what is happening to us and why.

To see what is really happening, we have to go back to the beginning, in order to see how everything unfolded.

Congressman Henry Hyde was so impressed with Dr. Cuddy's work he included it in the Congressional Record.........

HON. HENRY HYDE
in the House of Representatives
THURSDAY, MAY 15, 1997



Mr. HYDE. Mr. Speaker, no one doubts that education is a vital importance to our country. The question that must be answered is what role should the Federal Government play in supporting education? We have seen more and more legislative efforts to increase the Federal, as opposed to the local role, and this trend concerns many Americans, including myself.

As we engage in debate, it is useful to understand the context, the historical background, of some efforts to increase the central government’s intrusion into what has been a largely local responsibility. Dr. D.L. Cuddy, a former senior associate with the U.S. Department of Education, has written an interesting historical commentary on the school to work concept which I believe warrants the attention of Members.

(BY DR. D. L. CUDDY)

With `School -to-Work ‘ (STW) legislation (H.R. 1617/S. 143) soon going to conference committee in Congress, it’s important to look at the background of this concept. Plank 10 of Marx’s Communist Manifesto provides for a `combination of education with industrial production,’ and in 1913 when Stalin was having difficulty getting his Marxist cadres into key positions for the `class struggle,’ he described a `regionalism’ strategy (e.g., NAFTA, later) against nationalism and used the slogan `workers of the world unite.’

Self-described American communist Scott Nearing in The Next Step (1922) described how a world economic organization (e.g., GATT and World Trade Organization, later) would be the first step toward world government, but first in The New Education (1915) he applauded `breaking away from the 3 Rs’ and Cincinnati’s `half time in shop, half time in school ‘ system.

In the Oct. 12, 1917 New York Times, Judge John Hylan wrote about a letter by Dr. Abraham Flexner (Secretary of the Rockefeller General Education Board and formerly of the Carnegie Foundation) describing a `secret conference’ of New York City Board of Education members to elect a Board president who would institute a type of STW/OBE (Outcome-Based Education) program. Hylan became Mayor of New York and `pitched out the Rockefeller agents, . . . the kind of education the coolies receive in China . . . for the mill and factory,’ William McAndrew, who had been in charge of the `new-program schools ,’ admiringly referred to the `polytechnic institute’ (which the Soviets would adopt). And in Raymond Fosdick’s memorial history of the General Education Board (GEB), he described the Board as part of Rockefeller’s effort toward `this goal of social control.’

After Hylan’s expose of this STW/OBE plan, it wasn’t until the `Eight-Year Study’ (1933-41) funded by the Carnegie Corporation and the GEB that another major attempt was evident. Research Director for the study’s Evaluation Staff was Ralph Tyler, who would later conduct a project for the Carnegie Corporation that would in 1969 become the National Assessment of Educational Progress (NAEP). One of Tyler’s associates in the `Eight-Year Study’ was `values clarification’ originator Louis Raths, and another associate was Estonian `change agent’ Hilda Taba.

School to Work, Goals 2000 and Outcome Based Education - Henry Hyde

The above link is a great piece, by one of my favorite researchers, but no one piece I presented is enough to convince a skeptical mind. If you want to see the big picture, you need at least MOST of the pieces.

Just take a look at the results of OBE.........

for immediate release, Wednesday, October 19, 2005

"The 2005 National Assessment of Educational Progress (NAEP) reading and math scores show that high-stakes, punitive testing does not produce meaningful improvements in student achievement, contrary to the promises made by proponents of No Child Left Behind," said Monty Neill, Ed.D., co-director of the National Center for Fair & Open Testing (FairTest), in response to today's release of the 2005 NAEP report.

NAEP Reading scores were essentially unchanged from 2002 to 2005 at grade 4 and declined markedly at grade 8. Math scores did not increase at a significantly faster rate than in the 1990s, well before most high-stakes exams for elementary and middle school were put in place. The NAEP 2003-2005 data covers the period when the Bush Administration and Congress imposed testing with severe sanctions as a requirement for states to receive federal funding.

While reading scores for Blacks and Hispanics rose in the 1990s at grade four, they have been flat since 2000. At grade eight, they have been flat since 1998. The math gains these groups made in the 1990s have tapered off.

Flatline NAEP Scores Show Failure of Test-Driven School Reform | FairTest

There is no national policy for the direction that schools are to take.

__________________
When they come a wull staun ma groon
Staun ma groon al nae be afraid
Thoughts awe hame tak awa ma fear
Sweat an bluid hide ma veil awe tears

Really?

Then what do you call "Goals 2000?"

What do you call the "No Child Left Behind Act"?

What do you call OBE and where did it come from?

The CATO institute has some good articles.

Education and Child Policy -- Federal Education Policy

Of course, what you really need is to watch this video.

Documentaries.WS: Content / Documentaries & Videos / Who Controls Our Children ? (Public Education Dumb Down Kids Deliberately) 60 Minutes

You see, for OBE the group must continue together. While extra time is given to students who are having difficulty, the students who could really excel are being dumbed down, they are given busy work while slower students catch up, so that everyone is "equal."

I do hope you will find time to look at some of the info I have posted here. If you can find time to read and watch the information I presented, I truly believe you will not like what you learn.

The documentary is about an hour long.

Socialization-Wikipedia
The term socialization is used by sociologists, social psychologists and educationalists to refer to the process of learning one’s culture and how to live within it. For the individual it provides the resources necessary for acting and participating within their society. For the society, inducting all individual members into its moral norms, attitudes, values, motives, social roles, language and symbols is the ‘means by which social and cultural continuity are attained’ (Clausen 1968: 5).
Agents of Socialization

Agents of socialization are the people and groups that influence our self-concept, emotions, attitudes, and behavior. (Henslin, 2006)
The Family. Family is responsible for, among other things, determining one's attitudes toward religion and establishing career goals.
*The School. The school is the agency responsible for socializing groups of young people in particular skills and values in society.*
Peer groups. Peers refer to people who are roughly the same age and/or who share other social characteristics (e.g., students in a college class).
The Mass Media.
Other Agents: Religion, Work Place, The State.

The fact that our children are socialized in schools is not new news.

How much of the information I presented on this thread have you read?

You're really stretching. Programs intended to improve student performance are hardly a brainwashing mechanism. Especially since they don't dictate curriculum.


I'm not watching your movies. If you're such a "researcher," you should know how to write an abstract. Summarize your points to something manageable.

__________________
When they come a wull staun ma groon
Staun ma groon al nae be afraid
Thoughts awe hame tak awa ma fear
Sweat an bluid hide ma veil awe tears