Institution for Authority Research
Article on Diaprax
REGIONAL TRAINING LABORATORIES
(MARXIST TRAINING CAMPS, FEDERALLY FUNDED)
by Dean Gotcher
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
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.
The Answers are in the
Memory is not education.
Home Schooling parents beware.
"We must change the people who manage the school program."
Oregon Education Act for the 21st Century.
During the 30’s.
REGIONAL TRAINING LABORATORIES.
The Answers are in the Questions.
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.
REGIONAL TRAINING LABORATORIES
The National Training Laboratory
history in their own words: history
and their mission statement: mission statement
ntl.org or ed.gov/pubs/TeachersGuide
(all regions listed)
The Regional Educational Laboratories are listed in the National Education Goals Panel Community Action Toolkit. http://www.ericdigests.org/1996-1/goals.htm -- http://cse.edc.org/products/toolkit/community_all.asp -- http://govinfo.library.unt.edu/negp/reports/local.pdf --
For warnings about the NEGPCAT ( http://www.apfn.org/apfn/un_plan.htm )
The Regional Educational Laboratories (Freurxist―Freud plus Marx, Transformational Marxists regionalization of the United States) are:
Appalachia Educational Laboratory, Charleston, WV http://www.ael.org or ed.gov/pubs/RegionalEdLabs/AEL.html
Far West Laboratory for Educational Research and Development, San Francisco, CA http://www.wested.org/
Mid-continent Regional Educational Laboratory, Aurora, CO http://www.mcrel.org
Missouri Office, Kansas City, MO
North Central Regional Educational Laboratory, Oak Brook, IL http://www.ncrel.org/ncrel
Northwest Regional Educational Laboratory, Portland, OR http://www.nwrel.org
Pacific Region Educational Laboratory, Honolulu, HI http://www.prel.org/
Regional Laboratory for Educational Improvement of the Northeast and Islands, Providence, RI, http://www.lab.brown.edu
Research for Better Schools, Inc., Philadelphia, PA http://www.temple.edu/departments/LSS/
Southwest Educational Development Laboratory, Austin, TX http://www.sedl.org/
Southeastern Regional Vision for Education, Greensboro, NC http://www.serve.org
Tallahassee, Florida Office, Tallahassee, FL
Math and Science Consortium, Atlanta, GA
Cleveland, Mississippi Office, Cleveland, MS
Columbia, South Carolina Office, Columbia, SC
Their regional representatives and departments are listed as:
Region I: CT, VT, ME, NH, MA, RI,--Boston, MA
Region II: NJ, NY, PR, VI
Region III: DE, DC, WV, MD, PA, VA—Philadelphia, PA
Region IV: FL, SC, GA, TN, KY, MS, NC, AL--Atlanta, GA
Region V: IL, IN, MI, MN, OH, WI--Chicago, IL
Region VI: AR, LA, NM, OK, TX—Dallas, TX
Region VII: IA, KS, MO, NE—Kansas City, MO
Region VIII: CO, MT, ND, SD, UT—Denver, CO
Region IX: AS, AZ, CA, GU, HI, NV, CN, MI—San Fran., CA
Region X: AK, ID, OR, WA—Seattle, WA
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 11th 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.
The Improvement of Practical Intelligence, February, 1950.
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 (1st and 2nd ed.) by Theodore M. Newcomb and Eugene L. Hartley, 1947, 1953 (3rd 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.
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© Institution for Authority Research, Dean Gotcher 1997