SCHOOL-TO-WORK AND RALPH TYLER
I beseech you therefore, brethren, by the mercies of God, that ye present your bodies a living sacrifice, holy, acceptable unto God, which is your reasonable service. And be not conformed to this world: but be ye transformed by the renewing of your mind, that ye may prove what is that good, and acceptable, and perfect, will of God.
For I say, through the grace given unto me, to every man that is among you, not to think of himself more highly than he ought to think; but to think soberly, according as God hath dealt to every man the measure of faith. For as we have many members in one body, and all members have not the same office: so we, being many, are one body in Christ, and every one members one of another. Having then gifts differing according to the grace that is given to us, whether prophecy, let us prophesy according to the proportion of faith; or ministry, let us wait on our ministering: or he that teacheth, on teaching; or he that exhorteth, on exhortation: he that giveth, let him do it with simplicity; he that ruleth, with diligence; he that sheweth mercy, with cheerfulness.
Let love be without dissimulation. Abhor that which is evil; cleave to that which is good. Be kindly affectioned one to another with brotherly love; in honour preferring one another; not slothful in business; fervent in spirit; serving the Lord; rejoicing in hope; patient in tribulation; continuing instant in prayer; distributing to the necessity of saints; given to hospitality. Bless them which persecute you: bless, and curse not. Rejoice with them that do rejoice, and weep with them that weep. Be of the same mind one toward another.
Mind not high things, but condescend to men of low estate. Be not wise in your own conceits. Recompense to no man evil for evil. Provide things honest in the sight of all men. If it be possible, as much as lieth in you, live peaceably with all men.
LIVING UNDER THE INFLUENCE:
THE CONDITION OUR CONTEMPORARY SOCIETY
FINDS ITSELF IN TODAY, AND WHY.
For I say, through the grace given unto me, to every man that is among you, not to think of himself more highly than he ought to think; but to think soberly; according as God hath dealt to every man the measure of faith. (Romans 12:3)
Phil Ring, a friend of mine, recently asked me if I knew of one word which would sum up the opposite of the dialectic process. I could not think of one. When he called me a few weeks later with the answer, I expected a philosophical word with a long philosophical answer. Instead, to my delight, he quoted Romans 12:3. As he explained, the intellectual pride of "Thinking more highly of yourself than you ought" is the dialectic process in action.
The word which best sums up the opposite of this dialectic condition is "sobriety." While the world is intoxicated with its dialectic situational ethics, self-justification process, God desires us to be sober, weighing our life in the light of His Word and wisdom.
It is impossible to please God without faith, and that faith must come from hearing and hearing from the Word of God. All else is human wisdom (dialectic) and is foolishness. As the scriptures warn us and we now see all around us, "Evil men and seducers shall wax worse and worse, deceiving, and being deceived" (2 Timothy 3:13). Yet God has instructed us: "For the grace of God that bringeth salvation hath appeared to all men, teaching us that, denying ungodliness and worldly lusts, we should live soberly, righteously, and godly, in this present world; looking for that blessed hope, and the glorious appearing of the great God and our Saviour Jesus Christ; who gave himself for us, that he might redeem us from all iniquity, and purify unto himself a peculiar people, zealous of good works. These things speak, and exhort, and rebuke with all authority. Let no man despise thee. (Titus 2:11-15)
Frank Brown's book Education for Responsible Citizenship (1977) contains an article written by Ralph Tyler. A portion is entered below. My footnotes were added clarify Tyler's socialist doublespeak. The rest I leave up to you.
ADMINISTRATIVE ARRANGEMENTS FOR A
COMPREHENSIVE EDUCATIONAL SYSTEM
by Ralph Tyler
"Because a comprehensive program of citizenship education requires constructive learning activities far beyond those which can be provided within a school, some form of community council or board is necessary to assess educational needs, identify actual and potential resources, and develop an outline of educational programs. Some educational task forces or councils must be drawn from the larger metropolitan area or region for educational needs that cannot be met well by the local community."
"At the state level, legislation should be enacted to authorize these community and metropolitan organizations, to express the policy of the state, to encourage and provide support for the development and maintenance of a comprehensive educational system, and to repeal any existing legislation which limits educational programs to those within the school or within certain specified time periods."
"At the national level, the Congress should be asked to adopt a resolution endorsing comprehensive educational programs and stating a national policy to encourage full development of human resources through comprehensive educational experiences. The federal government should authorize support for, and appropriate funds to encourage and assist, the development of community councils and metropolitan or regional task forces to develop and maintain comprehensive educational systems."
"The American public is not likely to vote the taxes required to furnish professionals to guide the educational of children and youth in the many hours when they are not in school. Volunteer leaders can be secured, as has been demonstrated by out-of-school educational organizations like the 4H Clubs, the Boy Scouts and Girl Scouts, and the Junior Achievement Program."
"The strength and vitality of voluntary organizations in the United States have been noted frequently by foreign visitors. What is missing is the comprehensive identification of needs and authorized encouragement of those who could meet the needs."
"The intent of these proposed policies is to develop a recognized and responsible educational system to replace the informal and eroding one that now exists. This nation has progressed a considerable distance in enabling a major fraction of their young people to learn the knowledge, skills, and attitudes required for a responsible and productive life in a complex society. But 20 to 25 percent of youth have not learned these competencies. They need specially designed opportunities to learn the basic skills, to develop the necessary understanding, and to take on increasing responsibility as citizens in activities that involve production and service to others."
"In the near future, because of the continuing erosion of learning experiences in home, in community, and in the work places, many more youth may have difficulty in making the transition to responsible adulthood. The vitality and stability of American political, economic, and social institutions are dependent upon the effectiveness of its educational system. That system must not be permitted to disintegrate."
FOOTNOTES TO FIRST PARAGRAPH
"ADMINISTRATIVE ARRANGEMENTS" directly correlates to a soviet structure where "Diverse groups of people, dialogue to consensus, over the social issues at hand, in a facilitated meeting." No policy decision can be made without this communist procedure. The arrangement of government must be administrated through the "praxis" (group experience) of the "dialectic process" (consensus in action). No one will have the power to administer policy within society without the decision being made in facilitated soviets. Any action taken outside this form of procedure will be considered illegal.
"COMPREHENSIVE" is another word for gestalt: "The sum is greater than the parts." For example, a traditional-minded person would consider 20 bricks in a pile to have the sum of 20, while a transformationalist would consider the 20 bricks to be only a part of the sum. The relationship between the bricks takes on meaning in gestalt. The feeling a pile of bricks gives off as opposed to an esthetic arrangement of the bricks differ in the character of their relationship to one another. In gestalt, having 20 bricks is not the issue, what is of issue is how the 20 bricks relate with one another (intra-interpersonal relationships). Any "brick" which can not relate will not be considered a part of the sum and must either be recycled (remediated or converted), neutralized (to prevent its getting in the way of other bricks seeking relationships), or removed (so it will not be in any position to prevent the administrative arrangement as stated above from taking place.
"EDUCATION SYSTEM" is the curriculum structure being used to shape the character and values of the next generation. In a traditional system, the purpose is to continue the present standards of home and society into the future and is limited to teaching facts, leaving morals and cultural development in the hands of the home and community, in that order. In a transitional system, the purpose is lost to pure whimsical actions and eventually ends up in rebellion if not checked. In a transformational system, the purpose is to shape the next generation to fit into the future dreams of the social engineers, where school and community (including the home) are under the jurisdiction of the socialist authorities.
"CITIZENSHIP EDUCATION" means education which produces a socialist (dialectic-minded) citizen who is not concerned with unalienable rights (given by a higher authority) but human rights (determined by the group in consensus guided by social engineers). With the former, one is innocent until proven guilty, since facts determine one's guilt' while with the latter, one is guilty until proven innocent, since feelings (personal-social felt needs) determine one's guilt or innocence. The former does not need a social-psychologist to discover his rights since they are self-evident; the latter does, since his rights are always relative to the felt needs of changing society.
"CONSTRUCTIVE LEARNING ACTIVITIES" correlate to John Dewey's Education and Experience. One must participate in the abdication of their unalienable, self-evident rights and willfully participate in the experience of compromise. Identity with group rights (humanistic, socialist rights) will replace all prior rights as one participates in this dialogue experience. It is this type of "constructive learning activity" which shows one how to justify their defiance toward traditional authority.
"FAR BEYOND. . . WITHIN A SCHOOL" means those activities outside the classroom are now to be under the control of government. The home experiences, work experiences, religious experiences, play experiences, etc. of the child are now the direct concern of government. It is those activities which the child can not demonstrate within the school environment which must now be controlled by social-psychologists to guarantee he or she turns out to be a socialist-minded citizen.
Portions of the former Soviet Union's Constitution read "Citizens are obliged to concern themselves with the upbringing of children, to train them for socially useful work, and to raise them as worthy members of socialist society." In other words "it takes a communist village to raise a communist child." It also read "Socially useful work and its results determine a person's status in society."
Your school board, which is elected to oversee the in-school activity of the community's children is now to be controlled by a non-elected organization. This council (see below) will control both the school board as well as all out-of-school organizations, including the home and the workplace. The consensus process will replace your vote as a taxpaying citizen.
"SOME FORM OF COMMUNITY COUNCIL" is Ralph Tyler's way of avoiding the outright use of the tem "Soviet," "a diverse group of people, . . ." In T. Walter Wallbank's history book Western Perspectives, 1973, p. 435, we find the definition of Tyler's form of soviet as an "established federal system of government based on a succession of soviets which were set up in the villages, factories, and cities and in larger regions. . . governed by the communist party." One needs to know that when Democrats and Republicans make policy the consensus process there is only one party—communist.
"ASSESS EDUCATIONAL NEEDS" To assess is to determine the worth of something. Thus someone is determining first what educational needs are, and according to Ralph Tyler (a progressives), it is to propagate socialism, and then to determine the importance or value of the community's present education system based upon its participation in the soviet system. You assess values (dialectic), you measure knowledge (didactic).
"ACTUAL AND POTENTIAL RESOURCES" When Higher Order Thinking Skills (which are used on natural resources to turn elements, for example, into Boeing 747's) are used on souls (those being God breathed the breath of life into the nostrils of), the Citizens of a country become material resources no different than iron ore, etc.
Therefore actual resources are those people already dissatisfied with or critical of the current Constitutional Republic form of government with its traditional, patriarchal education system and are immediately pliable to the new soviet global society and its transformational, matriarchal education system. Potential resources are people who are content with the present system. They, according to the process, are only concerned about their own selfish interests (capitalism) and need to become interested in social interest (communism).
"OUTLINE OF EDUCATIONAL PROGRAMS" There are over ten Regional Training Laboratories across our nation training facilitators on how to carry out this socialist education program. The first Laboratory, begun in 1947, established the original outline which is still being "pushed" today.
"TASK FORCES OR COUNCILS" Since the Governor's Conferences of the late 80's under then President Bush, Gov. Bill Clinton of Arkansas facilitated the governors of the United States into taking back to their states "Task Forces or Councils" to facilitate the soviet system over their traditional Constitutional Republic form of education and workplace system.
"LARGER METROPOLITAN AREA OR REGION" The portions of government, such as county, which were not accessible to the soviet system were usurped by regional councils. In the course of things the states were treated in the same way, falling under the control of regional councils. This was an effective way to undermine the rights of the citizens and prevent their stopping the progressive development of the soviet system.
"CANNOT BE MET WELL" The top down form of socialist government had to replace the limited form of government our Constitutional Republic afforded to the States and local communities. The tool to accomplish the restructuring of government was the focus upon the satisfaction of local communities felt needs. Needs which were global in nature, tying all communities into the global community. Once having identified itself to these needs, yet unable to satisfy them by their own means, all communities which received soviet monies instantly abdicated their sovereign rights and fell under the jurisdiction of the soviet system above them.
"STATE LEVEL" The States' legislatures "authorized" the needed "encouragement and support" for these soviets to be developed (building bridges) and "repealed any existing legislation" (burning bridges) which were Constitutional Republic in form to prevent any potential "backslide" into a free market society.
CLOSING STATEMENTS CONCERNING TYLER
Ralph Tyler was a diehard socialist. He believed in a soviet-based society on a global scale. He successfully brought the progressive movement of the early 30's into the 90's. Socialists such as Leon Festinger, James Coleman, and Thomas Kuhn worked under Tyler as they developed their books, which are still being used today to justify "terrorism" in the classroom (Cognitive Dissonance), to justify the Supreme Court's decision in removing parent's God given and Constitutional rights over their children (Equality of Opportunity), and to justify war on the traditional minded, capitalist, American citizen (Paradigm Shift).
Tyler was skilled in hiding his agenda, coding everything in double speak, so the innocent would read him as one of them, while socialist wolves would know he was one of them. Although some deceived "conservative" intellectuals might consider him a kind and caring man, he was instead an evil man—one with a passion for a diabolic global socialist system. School-to-Work was Ralph Tyler's dream.
Although called by other names STW is universally recognized by its outcome—human slavery, slavery to the carnal nature of fallen mankind. What does America know about Ralph Tyler's dream? What does it care? Currently it seems to be enjoying his lie: "Trust us. We are here to help you." Once all the laws are in though, it will be living in Ralph Tyler's Evil Dream. If you do not wish to live in his world of illusion you must speak up now or forever, at least in this life, hold your peace.
© Institution for Authority Research, Dean Gotcher 1997-2015