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    And it came to pass, when men began to multiply on the face of the earth, and daughters were born unto them, That the sons of God saw the daughters of men that they were fair; and they took them wives of all which they chose.
    And the LORD said, My spirit shall not always strive with man, for that he also is flesh: yet his days shall be an hundred and twenty years. There were giants in the earth in those days; and also after that, when the sons of God came in unto the daughters of men, and they bare children to them, the same became mighty men which were of old, men of renown.
    And God saw that the wickedness of man was great in the earth, and that every imagination of the thoughts of his heart was only evil continually. And it repented the LORD that he had made man on the earth, and it grieved him at his heart.
    And the LORD said, I will destroy man whom I have created from the face of the earth; both man, and beast, and the creeping thing, and the fowls of the air; for it repenteth me that I have made them. But Noah found grace in the eyes of the LORD. These are the generations of Noah: Noah was a just man and perfect in his generations, and Noah walked with God. And Noah begat three sons, Shem, Ham, and Japheth.
    The earth also was corrupt before God, and the earth was filled with violence. And God looked upon the earth, and, behold, it was corrupt; for all flesh had corrupted his way upon the earth. And God said unto Noah, The end of all flesh is come before me; for the earth is filled with violence through them; and, behold, I will destroy them with the earth. Make thee an ark of gopher wood; rooms shalt thou make in the ark, and shalt pitch it within and without with pitch. And this is the fashion which thou shalt make it of: The length of the ark shall be three hundred cubits, the breadth of it fifty cubits, and the height of it thirty cubits. A window shalt thou make to the ark, and in a cubit shalt thou finish it above; and the door of the ark shalt thou set in the side thereof; with lower, second, and third stories shalt thou make it.
    And, behold, I, even I, do bring a flood of waters upon the earth, to destroy all flesh, wherein is the breath of life, from under heaven; and every thing that is in the earth shall die. But with thee will I establish my covenant; and thou shalt come into the ark, thou, and thy sons, and thy wife, and thy sons' wives with thee. And of every living thing of all flesh, two of every sort shalt thou bring into the ark, to keep them alive with thee; they shall be male and female. Of fowls after their kind, and of cattle after their kind, of every creeping thing of the earth after his kind, two of every sort shall come unto thee, to keep them alive. And take thou unto thee of all food that is eaten, and thou shalt gather it to thee; and it shall be for food for thee, and for them. Thus did Noah; according to all that God commanded him, so did he.

    Brethren, if a man be overtaken in a fault, ye which are spiritual, restore such an one in the spirit of meekness; considering thyself, lest thou also be tempted. Bear ye one another's burdens, and so fulfil the law of Christ.
    For if a man think himself to be something, when he is nothing, he deceiveth himself. But let every man prove his own work, and then shall he have rejoicing in himself alone, and not in another. For every man shall bear his own burden. Let him that is taught in the word communicate unto him that teacheth in all good things.
    Be not deceived; God is not mocked: for whatsoever a man soweth, that shall he also reap. For he that soweth to his flesh shall of the flesh reap corruption; but he that soweth to the Spirit shall of the Spirit reap life everlasting.
    And let us not be weary in well doing: for in due season we shall reap, if we faint not. As we have therefore opportunity, let us do good unto all men, especially unto them who are of the household of faith.     Ye see how large a letter I have written unto you with mine own hand.
    As many as desire to make a fair show in the flesh, they constrain you to be circumcised; only lest they should suffer persecution for the cross of Christ. For neither they themselves who are circumcised keep the law; but desire to have you circumcised, that they may glory in your flesh. But God forbid that I should glory, save in the cross of our Lord Jesus Christ, by whom the world is crucified unto me, and I unto the world. For in Christ Jesus neither circumcision availeth any thing, nor uncircumcision, but a new creature. And as many as walk according to this rule, peace be on them, and mercy, and upon the Israel of God.

Whoever controls the questions controls the answers. Eric Trist in The Social Engagement of Social Sciences: A Tavistock Anthology tells of using “the right questions” on the British Parliament to get the laws passed they desired in their quest to satisfy “felt social needs.” This method is now used in the USA.

Home Schooling parents beware: Jeff Reed, President of LearnCorp (Ames, Iowa), has a program to help churches develop education programs to assist those who home school. His work, Church-Based Christian Education: Creating a New Paradigm, is nothing more than Goals 2000 covered over with Christian words. User beware. Many of the Home School publishers are changing their educational material as more and more Christian Education Institutions hire personnel trained with Bloom's Marxist based material. See the Diaprax article Benjamin Bloom and his Taxonomies compared to Karl Marx. Many religious institutions and colleges are using Bloom’s Taxonomies (secularized Satanism) as the basis for their curriculum outcomes. They are even offering home schooling classes using the Taxonomies. They evidently have not bothered to read 2 Corinthians. 6:14-15.

Traditional grammar, based on the three categories of transitive, intransitive, and linking verbs, is being replaced by transformational grammar. Structural linguists have categorized transformational grammar into four classes (with ten patterns). They are the be class (I-III), the linking verb class (IV-V), the intransitive verb class (VI), and the transitive verb class (VII-X). This reclassification of sentence patterns is the result of socio-psychologists who are seeking to restructure the thought processes of society. Nome Chomsky is one of the leading advocates of this socialist agenda. Although there are problems with the process it does not seem to bother those promoting it. See Understanding English Grammar by Martha Kolln and The Origins of Behavior: Structure and Transformation by Klaus F. Riegel and George C. Rosenwald for a better understanding of the method and the reason.

“For actual changes in ‘content’ and ‘method’ we must change the people who manage the school program. To change the curriculum of the school means bringing about changes in people—in their desires, beliefs and attitudes, in their knowledge and skill . . . curriculum change should be seen as a type of social change, change in people. Curriculum change means a change in the established ways of life, a change in the social standards. It means a restructuring on knowledge, attitudes, and skills in a new pattern of human relations. Educators and others in the role of change agents must have a method of social engineering relevant to initiating and controlling the change process.” (Source: An NEA and National Training Laboratory manual edited by Kenneth D. Benne, Human Relations in Curriculum Change, 1951. Emphasis added.)

A clear explanation of what is going on in our education system is provided in the civil rights case brought against the Superintendent of Public Instruction for the State of Oregon, et al, by Robert and Barbara Tennison and others. It reads in part:

“(2) The Act [Oregon Education Act for the 21^st Century] calls for the radical restructuring of the educational system into a process known as transformational outcome-based education, in a manner violative of the United States Constitution. Specifically, OEA-21 requires a restructured curriculum in which students are compelled to affirm government-approved attitudes, beliefs, and opinions that it has deemed will make them competent citizens in the future, and to modify their behavior accordingly as a condition of advancement. The restructuring also requires that students be assimilated into groups designed to discourage competition and individual achievement. In addition, the system implemented under the Act discriminates against certain viewpoints, such as the belief in absolutes, in favor of government-preferred viewpoints, such as the belief in multicultural philosophy, globalism, environmentalism and collectivism. Objective grades are dispensed with under the new regime, and subjective psychological reports are substituted therefore. The traditional policy of compulsory school attendance with equal opportunity to learn has been transformed into a forced learning program backed up by the latest techniques in behavior control. These features of the Act are INIMICAL TO THE FIRST AND FOURTEENTH AMENDMENTS of the United States Constitution.

(3) The OEA-21 also displaces the family as the primary locus of education of Oregon’s children with the State. Specifically, the Act authorizes State intervention into the home without any proof of family breakdown or criminal action, including early comprehensive childhood education designed to subordinate the interests of the parent to the interest of the State. In addition, it encourages educational practices that substitute public school teachers as the primary educators of Oregon’s children and that requires families to conform to a governing structure that elevates children over their parents. ALL OF THIS VIOLATES THE FAMILY . . .” (All emphasis added)

During the 30’s America experienced a major influx of European Marxists seeking asylum from Fascism. They came with their skills in “Social Psychology” continuing to research and apply their form of Marxism on American culture. The sophistication this branch of European Marxists had in hiding their agenda behind less alarming terminology along with the general trusting nature Americans have towards educators allowed them to gain control over education, business and politics.

Prior to the 30’s there developed a major split in the Marxist. What was originally two general movements, the KPD (Communist Democratic Party) and the SPD (Socialist Democratic Party), turned into three. The former following a hard line of Marxist thought, bound to a traditional structure of thought that believed Marxism could be clearly defined with outcomes preset for all to see and follow and only those who were devoted to such behavior could be tolerated. The SPD on the other hand were considered soft and dangerous by the KPD because they were willing to compromise or transcend party lines and work with non-communists in resolving social problems.

While these two knocked it out a third movement developed, the Transformational Marxists. Although this new group of Marxist’s did not succeed in making inroads in European Marxism prior to the Second World War, even getting expelled from the communist party, it was this group and their ideas which are now the leading agents of change around the world.

If one studies, in depth, contemporary methodology in education, business, and politics, all research will eventually lead to at least one of three famous European Transformational Marxists. They are Karl Korsch, György Lukács, and Antonio Gramsci. Karl Korsch befriended and influenced Kurt Lewin, the father of “Group Dynamics.” György Lukács along with Karl Korsch laid the groundwork for the “Institution for Social Research.” Members of this Institution have had a major impact upon American society, men such as Max Horkheimer, Jürgen Habermas, Erick Fromm, Paul Lazarsfeld, Herbert Marcus, and Theodore Adorno. Bloom’s Taxonomy is based upon their work. Antonio Gramsci, the third Transformational Marxist, is a must reading for anyone seeking a deeper understanding of contemporary education, business, and politics in America. His influence is immense.

All three Transformational Marxists have left their mark. Their work has effected organizations such as the UN, the CFR, and NATO.

Gorbachev bases his “openness” upon their structure of thought. Former President Clinton functions from their philosophical thought in his quest for world unity. This, my fellow Americans, is the stuff OBE, TQM, and STW is made of.

The National Training Laboratory history in their own words: history
and their mission statement: mission statement

The Regional Educational Laboratories (Freurxist―Freud plus Marx, Transformational Marxists regionalization of the United States) are:

Far West Laboratory for Educational Research and Development, San Francisco, CA http://www.wested.org/

Regional Laboratory for Educational Improvement of the Northeast and Islands, Providence, RI, http://www.lab.brown.edu

These books are for those who want to go beyond application and want to know how the process for change was developed (justified) and implemented.

A Handbook of Child Psychology by Carl Murchison, 1933; reissued in 1967. Kurt Lewin’s “Environmental Forces” is must reading.

A Dynamic Theory of Personality by Kurt Lewin, 1935. This is one of the most quoted and referred to sources of Kurt Lewin’s and clearly brings the Berlin, Germany project to Iowa City, Iowa, USA.

Cooperation: Principles and Practices by the 11^th Yearbook, Dept. Sup. & Dir. Of Instr., 1938. This work is a precursor to the following books:

The Discipline of Practical Judgment in a Democratic Society by Kenneth D. Benne, George E. Axtelle, B. Othanel Smith, and R. Bruce Raup, Yearbook No. 28, Nat. Soc. Of Coll. Teach. of Ed., 1942, 1943.

Bulletin Number 7 by Kenneth D. Benne and Boziar Muntyan, 1950. This work was published three times under the Office of the State Superintendent of Public Instruction, Illinois Secondary School Curriculum Program Series. C. W. Sanford directed and B. Othanel Smith facilitated.

Human Relations in Curriculum Change by Kenneth D. Benne and Bozidar Muntyan, 1951, 54. This book is the clearest reading I have ever found on how the Laboratories work. Despite its “age” it is up to date concerning the general principles of “controlled” change. A Who’s Who book, ie. Lewin, etc.

Child Behavior and Development by Roger Barker, Jacob S. Kouin, and Herbert F. Wright, 1943. Barker was a major influence in the National (now Regional) Training Laboratories.

Readings in Social Psychology (1^st and 2^nd ed.) by Theodore M. Newcomb and Eugene L. Hartley, 1947, 1953 (3^rd ed.) included Eleanor Maccoby, 1958. All three editions are different and each contains specific information regarding the development of the process of “change” and its application.

The Dynamics of Planned Change by Ronald Lippitt, Jeanne Watson, and Bruce Westley, 1948. Ronald Lippitt worked with Kurt Lewin. He had major influence on Ronald Havelock and Warren Bennis who either build off of his material or use it as a supplementary source for their own. Bennis considered Lippitt too constructed in his approach to the implementation of change through the use of change agents.

The Planning of Change by Warren G. Bennis, Kenneth D. Benne, and Robert Chin, 1961, 1969, 1974. All three works are about 80% different from each other and each must be read as unique to the development and implementation of change being used by change agents.

Taxonomy of Educational Objectives Handbook I: Cognitive Domain by Bloom and Krathwohl, 1956 and Taxonomy of Educational Objectives Handbook I: Affective Domain by Krathwohl and Bloom, 1964 are the culminating work of all the books listed above. These are the bedrock works for OBE, TQM, and STW.

The Change Agents Guide to Innovation in Education by Ronald G. Havelock, 1973 is the result of a Federally funded project, The Guide or Diffusion of Utilization Research of Knowledge Linkers in Education under contract No. OEC-8-080603-4535 (010) under the office of Education, U.S. Department of Health, Education, & Welfare. The Change Agents Guide. . . explains how change agents are used and how the Training Laboratories are able to control the local schools and the communities.

Putting Knowledge to Use by Edward Glaser, et al., 1983. Glaser shows how the UN is using science and technology as the medium for global control. He compares and contrasts the research of social psychologists being used around the world today.