Spritituality 3
ESTABLISHING A GLOBAL SPIRITUALITY
IIΙ. A Strategy for Brainwashing
"Today's world requires us to accept the oneness of humanity...."
- The Dalai Lama
"How are we to cultivate morality and character in our students without indoctrinating them.?" This provocative question came from a 1988 ASCD (Association for Supervision and Curriculum Development) panel on Moral Education.
In his written statement, Richard Paul, Director of the Center for Critical Thinking and Moral Critique, shows how to hide classroom subversion behind misleading labels such as "critical thinking" and "individual moral reasoning skills". Both use new-paradigm beliefs and universal values [global oneness, tolerance for all lifestyles, economic equality, etc.] as the standard by which to judge and reject traditional beliefs.
Students "discover for themselves" that none of the old ways fit the moral framework of the coming world order. Then they are led to "discover" what does fit: earth-centered beliefs and new-paradigm values. Ponder these obvious steps to transformation:
1. Present palatable versions of the target beliefs
2. Dismantle the student’s previous beliefs
3. Blend the new beliefs with science to add credibility
4. Redefine words to fit the new beliefs
5. Immerse students in enticing forms of the new beliefs
1. Present Palatable Versions of Target Beliefs
The target belief, of course, is the new global spirituality, a pantheistic, monistic, polytheistic blend of the world's earth-centered religions. Any mythical teaching will do, but America's favorite model is the native Indian.
For instance, a third grade social studies text, From Sea to Shining Sea, part of the popular Houghton-Mifflin series used from coast to coast, encourages children to personalize the spiritual messages behind Indian myths. One such myth, The Gift of the Sacred Dog, is a mythical explanation for the origin of horses, which by then were extinct in North America. It tells about a boy who asked the Great Spirit to help his famished tribe find buffalo. His answer came through a supernatural vision of a herd of horses. Moments later, real horses appeared. The boy joyfully brought them to his tribe. "These are Sacred Dogs", he explained. "They are a gift from the Great Spirit".
2. Dismantle the Students' Previous Beliefs
Houghton-Mifflin's America Will Be tells students that "Puritan parents might beat their children for laziness or disrespect or for running and jumping on the Sabbath. They believed that a child is 'better whipped than damned' by the devil". What does this imbalanced lesson teach children about Christian parents?
The teacher's Guide for The Original Land, prompts teachers to emphasize that the Indians "see the deity as part of themselves, warm and approachable". In contrast, it paints a cold, harsh picture of God based on the sermon "Sinners in the Hands of an Angry God" by the 18th century evangelist Jonathan Edwards: "God's wrath is burning like fire, and he looks upon humans as 'worthy of nothing else but to be cast into the fire'. "
3. Blend New Beliefs with Science to add Credibility
A touch of myth makes classroom science experiential, relevant and fun. For example, the elementary text, Floods and Droughts, animates ecology with all kinds of weather gods and earth-centered myths. The result is a subjective mix of reality and fantasy. Will children be able to distinguish between the two? Probably not, looking at the speedy rise of superstition and irrational fears.
In an article titled "On a New Vision of Science and Science Education," Jeffrey Kane, editor of Holistic Education Review, explains the "difference between the old and emerging paradigms of science." This change, which disturbs some of us, seems normal and necessary to him:
"a postcritical model of science is emerging - a model of science that mirrors the principles that both shape and transcend empirical observation."
What happens to the credibility of science when it has license to "transcend empirical observation?" What tools will our children use to stay grounded in reality and reason, when fact and science give way to myth and pseudo-science? The answers challenge today's parents to teach their children facts, observation, and genuine science. Our choices are to pursue truth - even when respected leaders follow deception.
Robert Muller's writes:
"Both polytheism and monotheism are losing their ancient power... we may instead be moving to a higher level of religion. Science is presently evolving from the description of concrete objects and events to the study of relationships as observed in complex system. We may be about to recapture an experience of harmony, an intimation of the divine, from our scientific knowledge...."
4. Redefine Words to Fit the New Beliefs
Since the word truth is basic to biblical faith, its meaning must be changed, but not through straightforward redefining. A more subtle approach is simply to use it in a new context. The Truth about the Moon, a children's story which is part of a widely used science curriculum, tells how the sun and moon argued over who would shine at night and who would shine during the day. But what does this myth show children about the meaning of truth?
The Truth about Dragons, a politically correct story imbedded in a nationwide language arts curriculum, sounds as credible as an encyclopedia: "We know from ancient records that people in countries all over the world have been seeing dragons for at least 5,000 years. Western Dragons are usually ugly, vicious, and extremely dangerous. Eastern Dragons are beautiful, gentle and friendly".
Suggestions that demean Western ways and idealize Eastern views are shaping a new, planned, and politically correct set of prejudices. And, like truth, the words Eastern and Western have been cloaked with fresh meanings--cultural definitions that will help mold the envisioned world of the 21st century.
No culture has escaped the ravages of greed. Former symbols of materialism among American Indians were scalps and horses, not clothes and cars. Accumulation of slaves was a common practice around the world--including pre-Colombian North America and east Africa (where native slave traders sold their neighbors to foreign slave traders). Eastern or Asian history is no less bloody and cruel than Western history. These facts are ignored in today's quest for new ideals.
5. Immerse Students in Enticing Forms of the New Beliefs
Multicultural arts, crafts, music and celebrations have become standard fare in our elementary schools. Children need to understand other cultures and religions, but when teachers tell their captive audience to make pagan masks, use them in ritual dances, sing prayers to Mother Earth, and invoke occult spirits, students are illegally "indoctrinated" with the global religion designed by contemporary change agents.
The new whole language or thematic learning immerses students in selected earth-centered cultures for months. Popular themes like ancient Egypt, Mediaeval Europe and Southwest Indians may determine the context for math, science, literature and other subjects for a whole semester. Every lesson must fit the theme and be relevant to the multicultural experience.