categoryMenu_new
 
  Home
  EXTRAORDINARY AH Teaching from Spiritual Hierarchy
  AbundantHope
  NEW READERS! Read Here First
  Supporting AH
  Leadership of AbundantHope
  Announcements
  Regional AH Sites
  Other Sites with AH material
  Contact Us
  Becoming A Messiah
  OUR PUBLIC FORUM IS OPEN TOO ALL
  Mission Ideas
  System Busting
  Cleric Letter/English
  Translations of Cleric Letter
  AH Member Writings
  Candace
  Ron
  Rosie
  Jess
  Brian's Poetry
  James
  Giuseppe
  Esteban
  Telepathic Messages
  Candace
  Jess Anthony
  Vince
  Leonette
  John
  Adam
  Bela
  Joyce
  Hazel
  Kibo
  Peter
  Rosie
  Johan
  Lucia
  Lucia G
  Rubens
  Shellee-Kim
  Ben
  Dorothea
  Solon
  Others
  Targeted Messages
  Hano
  Light Flower
  Changing The Face Of Religion
  - Phoenix Journals - PDF in German
  Candace on Religion
  Other Spiritual Pieces
  Spiritual Nuggets by the Masters
  Phoenix Journals
  Phoenix Journals - PDF
  Telepathic Messages PDF books
  Selections from the Urantia Book
  CMGSN Pieces
  THE WAVE
  David Crayford and the ITC
  Environment/Science
  Health and Nutrition
  Podcasts, Radio Shows, Video by AH
  Political Information
  True US History
  Human/Animal Rights
  The Miracle That Is Me
  Education
  Resources
  911 Material
  Books - eBooks
  government email/phone #'s
  Self Reliance
  Video
  Websites
  Alternative News Sources
  Art and Music
  Foreign Sites
  Health and Healing
  Human/Animal Rights
  Scientific
  Spiritual
  Vegan Recipes
  Translated Material
  Dutch
  Gekanaliseerde berichten Jess
  Gekanaliseerde berichten Candace
  Gekanaliseerde berichten Anderen
  Artikelen/berichten
  French
  Canal Jess
  Par Candace
  Other Channels
  Articles
  German
  Telepathische Nachrichten (Candace)
  Telepathische Nachrichten (Jess)
  Telepathische Nachrichten (div.)
  AH Mitgliederbeiträge (Candace)
  AH Mitgliederbeiträge (Jess)
  Spirituelle Schätze
  Italian
  Translations - Candace
  Translations - Jess
  Translations - Others
  Portuguese
  by Candace
  By Jess
  By Others
  Spanish
  Anfitriones Divinos
  Bitácoras Fénix
  Creadores-de-Alas (WingMakers/Lyricus)
  Escritos de Candace
  Escritos de Otros
  Monjoronsón
  Telemensajes de Candace
  Telemensajes de Jess Anthony
  Telemensajes de Otros
  Chinese
  By Candace
  By Jess
  By Others
  Korean Translations
  Hungarian Translations
  Swedish Translations

Search
[an error occurred while processing this directive]
Political Information : True US History Last Updated: Dec 3, 2018 - 4:23:58 AM


How a Generation Lost Its Common Culture
By Patrick Deneen with comments by Ron
Dec 4, 2018 - 8:24:15 PM

Email this article
 Printer friendly page Share/Bookmark

 

 

 

young graduates students group

 

 

 

5.1k Shares

By Patrick Deneen

My students are know-nothings. They are exceedingly nice, pleasant, trustworthy, mostly honest, well-intentioned, and utterly decent. But their brains are largely empty, devoid of any substantial knowledge that might be the fruits of an education in an inheritance and a gift of a previous generation. They are the culmination of western civilization, a civilization that has forgotten nearly everything about itself, and as a result, has achieved near-perfect indifference to its own culture.

It’s difficult to gain admissions to the schools where I’ve taught – Princeton, Georgetown, and now Notre Dame. Students at these institutions have done what has been demanded of them:  they are superb test-takers, they know exactly what is needed to get an A in every class (meaning that they rarely allow themselves to become passionate and invested in any one subject); they build superb resumes. They are respectful and cordial to their elders, though easy-going if crude with their peers. They respect diversity (without having the slightest clue what diversity is) and they are experts in the arts of non-judgmentalism (at least publically). They are the cream of their generation, the masters of the universe, a generation-in-waiting to run America and the world.

Related: The Chaos of College Curricula

But ask them some basic questions about the civilization they will be inheriting, and be prepared for averted eyes and somewhat panicked looks. Who fought in the Peloponnesian War? Who taught Plato, and whom did Plato teach? How did Socrates die? Raise your hand if you have read both the Iliad and the Odyssey. The Canterbury Tales? Paradise Lost? The Inferno?

Who was Saul of Tarsus? What were the 95 theses, who wrote them, and what was their effect? Why does the Magna Carta matter? How and where did Thomas Becket die? Who was Guy Fawkes, and why is there a day named after him? What did Lincoln say in his Second Inaugural? His first Inaugural? How about his third Inaugural?  What are the Federalist Papers?

Some students, due most often to serendipitous class choices or a quirky old-fashioned teacher, might know a few of these answers. But most students have not been educated to know them. At best, they possess accidental knowledge, but otherwise are masters of systematic ignorance. It is not their “fault” for pervasive ignorance of western and American history, civilization, politics, art and literature. They have learned exactly what we have asked of them – to be like mayflies, alive by happenstance in a fleeting present.

Related: Courses without Content

Our students’ ignorance is not a failing of the educational system – it is its crowning achievement. Efforts by several generations of philosophers and reformers and public policy experts — whom our students (and most of us) know nothing about — have combined to produce a generation of know-nothings. The pervasive ignorance of our students is not a mere accident or unfortunate but correctible outcome, if only we hire better teachers or tweak the reading lists in high school. It is the consequence of a civilizational commitment to civilizational suicide. The end of history for our students signals the End of History for the West.

[Ron: To understand how and why the US education system has been socially engineered to turn students and teachers alike into "useful idiots" you need to study the US federal government's education and child welfare funding programs. And see: Dumbing Down US Education: Part II – Wundtian Psychology & Rockefeller Finance. See: http://abundanthope.net/pages/Ron_71/Dumbing_Down_US_Education_Part_II_Wundtian_Psychol_3877.shtml

And: General Education Board, Occasional Papers, Issues 1-9, New York, 1913, 6, http://books.google.com/books?id=QzhDAAAAYAAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

And: The Origin of Compulsory Schooling. See: http://abundanthope.net/pages/True_US_History_108/The-Origin-of-Compulsory-Schooling_printer.shtml

And: Charlotte Iserbyt: The Miseducation of America Part 1-Full. See: http://abundanthope.net/pages/True_US_History_108/Charlotte-Iserbyt-The-Miseducation-of-America-Part-1-Full.shtml

Also, why not read the THE PROTOCOLS of the Learned Elders of Zion, Pdf.- http://abundanthope.net/pages/Books_-_eBooks_27/THE-PROTOCOLS-of-the-Learned-Elders-of-Zion-Pdf.shtml

And: Douglas Reed's discussion of the relevance of the PROTOCOLS of the Learned Elders of Zion. - http://abundanthope.net/pages/Political_Information_43/Douglas-Reed-s-discussion-of-the-relevance-of-the-PROTOCOLS-of-the-Learned-Elders-of-Zion.shtml].

 

During my lifetime, lamentation over student ignorance has been sounded by the likes of E.D. Hirsch, Allan Bloom, Mark Bauerlein and Jay Leno, among many others. But these lamentations have been leavened with the hope that appeal to our and their better angels might reverse the trend (that’s an allusion to Lincoln’s first inaugural address, by the way). E.D. Hirsch even worked up a self-help curriculum, a do-it yourself guide on how to become culturally literate, imbued with the can-do American spirit that cultural defenestration could be reversed by a good reading list in the appendix. Broadly missing is sufficient appreciation that this ignorance is the intended consequence of our educational system, a sign of its robust health and success.

Books for Book-o-Phobes

We have fallen into the bad and unquestioned habit of thinking that our educational system is broken, but it is working on all cylinders. What our educational system aims to produce is cultural amnesia, a wholesale lack of curiosity, history-less free agents, and educational goals composed of content-free processes and unexamined buzz-words like “critical thinking,” “diversity,” “ways of knowing,” “social justice,” and “cultural competence.”

Our students are the achievement of a systemic commitment to producing individuals without a past for whom the future is a foreign country, cultureless ciphers who can live anywhere and perform any kind of work without inquiring about its purposes or ends, perfected tools for an economic system that prizes “flexibility” (geographic, interpersonal, ethical).

In such a world, possessing a culture, a history, an inheritance, a commitment to a place and particular people, specific forms of gratitude and indebtedness (rather than a generalized and deracinated commitment to “social justice”), a strong set of ethical and moral norms that assert definite limits to what one ought and ought not to do (aside from being “judgmental”) are hindrances and handicaps.

Regardless of major or course of study, the main object of modern education is to sand off remnants of any cultural or historical specificity and identity that might still stick to our students, to make them perfect company men and women for a modern polity and economy that penalizes deep commitments. Efforts first to foster appreciation for “multi-culturalism” signaled a dedication to eviscerate any particular cultural inheritance, while the current fad of “diversity” signals thoroughgoing commitment to de-cultured and relentless homogenization.

We Must Know…What?

Above all, the one overarching lesson that students receive is the true end of education: the only essential knowledge is that know ourselves to be radically autonomous selves within a comprehensive global system with a common commitment to mutual indifference. Our commitment to mutual indifference is what binds us together as a global people. Any remnant of a common culture would interfere with this prime directive:  a common culture would imply that we share something thicker, an inheritance that we did not create, and a set of commitments that imply limits and particular devotions.

Ancient philosophy and practice praised as an excellent form of government a res publica – a devotion to public things, things we share together. We have instead created the world’s first Res Idiotica – from the Greek word idiotes, meaning “private individual.” Our education system produces solipsistic, self-contained selves whose only public commitment is an absence of commitment to a public, a common culture, a shared history. They are perfectly hollowed vessels, receptive and obedient, without any real obligations or devotions.

They won’t fight against anyone, because that’s not seemly, but they won’t fight for anyone or anything either. They are living in a perpetual Truman Show, a world constructed yesterday that is nothing more than a set for their solipsism, without any history or trajectory.

I love my students – like any human being, each has enormous potential and great gifts to bestow upon the world. But I weep for them, for what is rightfully theirs but hasn’t been given. On our best days, I discern their longing and anguish and I know that their innate human desire to know who they are, where they have come from, where they ought to go, and how they ought to live will always reassert itself. But even on those better days, I can’t help but hold the hopeful thought that the world they have inherited – a world without inheritance, without past, future, or deepest cares – is about to come tumbling down, and that this collapse would be the true beginning of a real education.


Patrick Deneen is David A. Potenziani Memorial Associate Professor of Constitutional Studies at Notre Dame.

306 thoughts on “How a Generation Lost Its Common Culture

A sampling of the comments:

 

 

 

 

 

 

This result is all wanted by a greater leftist agenda that again is preparing the world for a global one world government, ruled by the antichrist. This agenda contains the destruction of the nations, cultures and traditions (by the multicultural-lie), the destruction of the families (by feminism) and the destruction of the identities (by gender-mainstreaming). Finally the human being will have all his roots destroyed (a plant without roots cannot grow towards the light) and can be manipulated like a leaf in the wind to become ignorant, microchipped working-consuming cattle – the real aim of the evil New World Order !!

Shankara says:

What people like you will never understand (nobody is as blind as the one who does NOT WANT to see) is that politicians and academics follow an leftist agenda – to destroy all nations and traditions (by “multiculturalism”), all families (by feminism) and all identities (by gender-meanstreaming) – so the one-world-government (the antichrist) can role above all !!

 

Harry Bubb says:

You’re a professor so stop lamenting that “everybody is stupid” and start teaching them.

The Hatecrime Hotline says:

Howard Beale was right.

Zorost says:

GD/WW2 generation were the ones that voted FDR in for 4 terms. They greatly accelerated the rot at the core of America. The Boomers gave America the killing blow by allowing all the demographic and legislative changes to take place, we are just waiting for the corpse to hit the dirt at this point. Even the “Tea Party Revolution” was a joke, as if tax rates would change anything other than how much money the Boomer would have to spend on 3rd world vacations as 3rd world people did his lawn work.

Andrew, your questions are interesting (I actually know what Moore’s Law says, since I work in the semiconductor industry; I don’t know the answers to the other two) but the test is what is culturally relevant. Your questions, while important to some, don’t even begin to get to the matter of knowledge of our history and the history of our civilization. That was the focus of the article.

The lament of the article is that, while we are perhaps turning out many individual with very good grasps of technical knowledge, they know nothing of our history and/or culture, except what is trendy. Their knowledge of history goes only back to the day they were born, if that far. We are, as the author said, producing individuals who have no connection to the past, and are not grounded in anything transcendent. I agree, and we are the worse for it as a civilization.

Harry Hagan says:

So true. The curriculum the education bigwig operatives want, is what will be taught; right down the line. The history and culture of the West are Christian-centered. That’s obviously what the operatives don’t want, and that’s that. Christians no longer seem to have much say.

College girls need to learn what Sharia Law means for them.

917-5172749

Louis Stouch says:

“…But I’ll tell you what they don’t want. They DON’T want a population of citizens capable of critical thinking. They don’t want well-informed, well-educated people capable of critical thinking. They’re not interested in that, that doesn’t help them. That’s against their interests. That’s right. They don’t want people who are smart enough to sit around the kitchen table and figure out how badly they’re getting F#CKED by a system that threw them overboard 30 f#ckin’ years ago. They don’t want that. You know what they want? They want OBEDIENT WORKERS. OBEDIENT WORKERS. People who are just smart enough to run the machines and do the paperwork, and just dumb enough to passably accept all these increasingly shittier jobs with the lower pay, the longer hours, the reduced benefits, the end of overtime, and the vanishing pension that disappears the minute you go to collect it.”
George Carlin.

Paul says:

It’s as if the purpose of education is to pull people deeper into the cave and force them to watch the shadows, all the while claiming enlightenment.

Jaego says:

Those who would grow tall must have their feet in the soil – and honor the blood. Those who dream of Western Culture sans the White Race who created it want the scent without the flower. It cannot be.

Mimi says:

There is no ‘White Race’. Sorry. And the term ‘Caucasian’ includes much of Africa and Asia. If you mean ‘people of European descent’, then say so. As my journalist dad (RIP) used to say ‘our job is to make distinctions, not to blur them’.

Bill Jones says:

Societies succeed because they’ve built up, usually over centuries, a widely accepted and practiced set of behaviors; social capital built up of predictable actions and attitudes and beliefs: The core of the culture.

This is what has been lost.

My own criteria, after living in Liverpool, London and Sodom on Hudson, is that if you are more than ten miles away from a cash in the jar vegetable stand, you should move.

It’s the perfect example of the high trust society

Mary Fran says:

We educated our daughters at home, kindergarten through high school. For high school literature, I made up an extensive list of books they could choose for their reading, all classics. I discovered, to my dismay, that we had more of them in our own home library than were in the local public library. The library had tossed out all the good classics to make room on their shelves for the trash the kids were asking for and reading.

Del Varner says:

I know what you mean by the term “critical thinking” but it appears that to most in college these days it means something like accepting “critical race theory”, or “critical feminist theory”, or “critical queer theory”. It has nothing to do with a logical analysis of a position or argument. In fact, logic is not welcome as it is a white male construct (or some such nonsense).

kennymac says:

“Considering historical literacy rates”

IMHO you miss the fact that the word literacy has been redefined. By design, few young people know how to write anymore. That’s part of why we left the public schools. Most public school grads would be considered illiterate by previous standards.

James Solbakken says:

How about considering the fact that Abe Lincoln spent only a sum total of perhaps one (1) year in school of any sort and yet was “educated” and “literate” enough to be a lawyer and then to become President of the US? How about reading some of the personal letters written by “uneducated” hillbillies during the Civil War? People don’t write as well nowadays. And how about trying to pass the tests they used to give to elementary and high school students back in the 19th century? The sad fact is, Michael, you are ignorant of history and don’t have the slightest idea what you’re trolling about. Research the facts before you embarrass your self further.

Buck Turgidson says:

I could not agree more with the author. The social sciences, (liberal) arts, and humanities in the modern US uni. system have been steamrollered by feminism, postmodernism, and social justice warriors. The thinking is that (and I am missing a lot, I am not the expert): white males are racist and evil; all white civilization has been racist and has been successful only to the extent that it enslaved and sucked resources and knowledge out of the third world; all white males are Hitler; Detroit is not Detroit b/c of blacks, it is b/c of repressive white males who have oppressed innocent abused blacks; anything written by white males is inherently racist and needs to be destroyed; females are superior to males in everything and successful males are only so b/c they have oppressed females and minorities; every activity, policy, tradition, decision, thought, investment **everything** represents some form of racist sexist discrimination against women and minorities; all knowledge is relative and there can be no absolutes (e.g., Toni Morrison’s total crap writing is as good as Shakespeare, and Snoop Dogg is as good as Mozart, it’s just based on your opinion and worldview); inventions from white males are overrated, stolen from women and minorities, and/or represent oppression or destruction of Mother Earth; ways of looking at things, family relations, farming, city design, even food, etc. from the third world are more ‘authentic’ and genuine and thus superior to evil western oppressive points of view. I could go on but you get the idea. I wish I was exaggerating. I have participated in ‘n’ professional conferences and have watched the whole thing go straight down the toilet the past 25 years. Marxist, feminist, queer, nazi, postmodern, environmental justice. These radical violent intolerant zombie morons run the asylum and the kids have been brainwashed and taught nothing of value–unless they are in eng or sciences but even there, the profs are lefties and the kids’ job prospects are diminished b/c of import of cheaper and “talented” third worlders (we don’t want to deprive ourselves of all that talent do we?!?). The parents and taxpayers should be blowing it to smithereens, but this all is hidden pretty well and the alternative to attending college is to not attend, and go into the trades, or something else (hip hop DJ?). This has spread out well beyond the university system and has infected all of society, with offshoots all over the place — increased divorce rates, the destruction of logical rational thinking and the rise of stuff like hysterical nonsensical ‘climate change’ hysteria, PC speak, on and on. The whole university enterprise needs to be defunded and burned to the ground. It’s a helluva mess.

Katy says:

Gabby R.

Honestly, as a homeschool graduate, I find that the program you use doesn’t matter nearly as much as the way you use it. The point of a general education is not to teach your child any number of useful or important facts; the point is to teach him to THINK.

Read with him, if you can find the time. If reading is something he does with you, he will read more. (It worked for me and my sisters, at least; I’m not perfectly sure how it would work on a boy, but I assume the effect is similar.)

Sometimes, when he asks questions, ask him what he thinks about it. Only answer when he’s thought of something himself; NEVER hand him the answer on a silver platter. Point out interesting things; teach him to see things like light shining through the water or the way the color of the sky changes. And no matter what, keep asking questions. Give him projects. Teach him to love the feeling when he accomplishes something difficult, something he did on his own (occasionally with a bit of help). That’s the first and most important job.

If you can, join a co-op or other group of homeschoolers. One of the nice things about these communities is that they’re generally made up of people who are also working hard to teach their children how to think, and children who are learning how to think. In an environment like that, the lessons learned at home will be reinforced, not inhibited, by the influence of your son’s peers. They also provide a support network for you when things get difficult, as they will.

Also, in a co-op or homeschool setting, it’s a perfectly sound strategy to pick and choose parts of several curricula, selecting the parts that fit best with your son’s personality and learning style; as an added benefit to joining a homeschool community, if you share what your son is struggling with, the parents are generally quite willing to share what curricula work for their children in that area, and so they make it easier to find the resources that work best for your son. My mother would often go to a meeting for homeschooling parents while worrying over curricula and come home with a look of profound relief, having found something that might work.

Another thing I’ve found to be important is this: restrict his time on computers, smartphones, or tablets. Restricted computer access helps teach several important skills, including time management, the value of real-world friends and companionship, the joys of reading for pleasure and not just to learn answers for school, and above all an enjoyment of the real world which cannot be gotten if your son is raised on Minecraft and Candy Crush. He needs to have his mind free, to run around and discover the weeds growing outside and dig up anthills looking for the queen and string bendy straws together in an attempt to build things and just generally LIVE, in real life and not vicariously through pixels. (Outside activities are more difficult if you have no yard or live in an apartment, but still possible, especially if some of his friends in the community mentioned above have yards.)

That’s not to say he shouldn’t be allowed to play online or learn to handle computers or that technology is evil. However, what I find is that children who learn to love real life first have a deeper understanding of the real world and are better able to think deeply about their lives. If you train yourself only to spot the next big move in a video game, you self-program to seek quick gratification, notice only the things that seem big and important, and only think a few moments ahead.

Learning to love that little weed in the back of the yard because it’s YOURS, your little secret, and no one else knows what its little tiny flowers look like, teaches different lessons: never ignore the little things; look everywhere at everything; life is beautiful and should be examined at every opportunity. The little weed generally goes unnoticed if a child is thinking about his or her high score, and all those lessons are lost.

(In a related issue, your son should probably not be given an internet-capable device of his own until he has proven that he has enough self-control to get to bed on time without prompting, do his schoolwork fully, and do his chores without prompting. If he gets access to the Internet before he can self-limit, it becomes all too easy for him to get lost in it and lose all the good that would come from loving the outside world.)

If possible, when he’s able, a pet would be a good idea. It should probably be low-maintenance for his first one, and not live in his room (in case he forgets to feed it, you’d be able to remind him and/or make sure it stays alive.) This may just be from personal experience (I found a stray cat when I was 8, and she became my faithful friend for 12 years; she will be missed,) but I have found that having a pet that you chose yourself, one that is yours, that you can play with and form a strong bond with, teaches responsibility and love for life as a whole that nothing else can (not friends, not reading, not finding something to love, like a plant, that can’t love back.)

Above all, be there for him. No matter what he says happened, no matter what questions he asks or whether you know the answer, BE THERE. So many children seek distraction in computers or look for acceptance in the approval of strangers who should never have that much influence on their lives, simply because their parents weren’t involved in their lives and they grew up with a desperate longing for approval that was never met. Often the parents weren’t angry at the child or even disinterested; they were simply busy, and the child paid the price, desperately looking for the love their parents didn’t give.

(Also, as a committed Christian I happen to believe that that love can’t be perfectly found outside of an active, vibrant relationship with Christ, and so that learning the basis of that relationship is vital, but I won’t try to say that it’s vital to be a Christian in order to teach a child to think or even raise an emotionally healthy child who’s not dependent on other people for validation. I can’t say that; there are many people out there who are not Christian, and are both highly curious and able to think AND emotionally healthy. I simply believe that there’s a higher level of joy and peace, and even of love, than any a human, even a loving parent, can hope to give a child.)

That’s just my interpretation and summation of my parents’ 16+ years of homeschooling experience. I acknowledge that education is not a one-size-fits-all system, and that a large portion of my advice may not be accurate

Erika says:

Homeschooling was the best option for us. We were worried about socialization, but my kids are actually more socialized than kids that go to public school. With local homeschool groups and co-op, they not only learn how to socialize with kids their own age, they also respect people of all ages. After all, in life, we have to socialize with people and respect people of all ages, not just people the same age as us. And we do not see bullying at all.

Leah says:

Check into Classical Conversations. It’s a homeschooling program where you still meet with other families. It’s a great education. I have 7 children and the oldest 5 already know about Martin Luther’s 95 theses, gutinberg’s printing press, and the timeline from creation to 911. They know all of the presidents and my 7th grader has written essays from books such as Number the Stars and The Bronze Bow. She can translate Latin and can draw and label the western hemisphere. It’s a phenomenal education. I highly recommend it. We put out oldest 2 in a top notch public school and will most likely be bringing them back home to do cc again, because the eirk that they are doing is laughable. Instead of writing persuasive essays on The Lion the Witch and the Wardrobe, they are watching Geico commercials in class and writing essays on that and other meaningless subjects. This school ranks top in our state, too. All that to say, classical conversations is easy to use and will be sure to offer you child an amazing education.

The rest at: https://www.mindingthecampus.org/2016/02/02/how-a-generation-lost-its-common-culture/

[Some colour fonts, bolding and comments in square brackets added.].

RELATED ARTICLES:

 

Dumbing Down US Education: Part II – Wundtian Psychology & Rockefeller Finance. See: http://abundanthope.net/pages/Ron_71/Dumbing_Down_US_Education_Part_II_Wundtian_Psychol_3877.shtml

General Education Board, Occasional Papers, Issues 1-9, New York, 1913, 6, http://books.google.com/books?id=QzhDAAAAYAAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Paolo Lioni, The Leipzig Connection (Sheridan, OR: Heron Books, 1993).

The Dumbing Down of America – By Design 2. See: http://abundanthope.net/pages/Political_Information_43/The-Dumbing-Down-of-America-By-Design-2.shtml

‘Dumb and Dumber: Are Americans Hostile to Knowledge? See: http://abundanthope.net/pages/Ron_71/Dumb_and_Dumber_Are_Americans_Hostile_to_Knowledge_1246.shtml

 

New World Order Education: Useful Engines in the “One World Schoolhouse” See: http://abundanthope.net/pages/Political_Information_43/New-World-Order-Education-Useful-Engines-in-the-One-World-Schoolhouse.shtml

 

The Crisis of Education in America: "How to Become a Serf". See: http://abundanthope.net/pages/True_US_History_108/The-Crisis-of-Education-in-America-How-to-Become-a-Serf.shtml

Exposed! Public Education is Indoctrination. See: http://abundanthope.net/pages/True_US_History_108/Exposed-Public-Education-is-Indoctrination.shtml

The Death of Academic Rigor - http://abundanthope.net/pages/Education/The-Death-of-Academic-Rigor.shtml

The Global War on Children, part 1: Physical and Mental Health Assault. See: http://abundanthope.net/pages/Health_and_Nutrition_37/The-Global-War-on-Children-part-1-Physical-and-Mental-Health-Assault.shtml

Midget Minds and Lost Cojones. See: http://abundanthope.net/pages/True_US_History_108/Midget-Minds-and-Lost-Cojones.shtml

More families are deciding that school’s out – forever. See: http://abundanthope.net/pages/True_US_History_108/More-families-are-deciding-that-school-s-out-forever.shtml

Valedictorian Speaks Out Against Schooling in Graduation Speech. See: http://abundanthope.net/pages/True_US_History_108/Valedictorian-Speaks-Out-Against-Schooling-in-Graduation-Speech.shtml

US Kids Represent Psychiatric Drug Goldmine. See: http://abundanthope.net/pages/True_US_History_108/US_Kids_Represent_Psychiatric_Drug_Goldmine_4189.shtml

Social Networking, Virtual Friends and the Erosion of the Social Fabric of Modern Society. See: http://abundanthope.net/pages/Environment_Science_69/Social_Networking_Virtual_Friends_and_the_Erosion__3139.shtml

The Technocratization of Public Education. See: http://abundanthope.net/pages/True_US_History_108/The-Technocratization-of-Public-Education.shtml

TAVISTOCK INSTITUTE: An Ongoing Social Engineering Project to Mind Control Humanity - http://abundanthope.net/pages/Political_Information_43/TAVISTOCK-INSTITUTE-An-Ongoing-Social-Engineering-Project-to-Mind-Control-Humanity.shtml

Breaking The Zombie Programming: We Can Become Conscious! See: http://abundanthope.net/pages/Environment_Science_69/Breaking-The-Zombie-Programming-We-Can-Become-Conscious.shtml

10 Modern Methods of Mind Control. See: http://abundanthope.net/pages/Political_Information_43/10-Modern-Methods-of-Mind-Control.shtml

Valerie Strauss, "$1.1 Million Plus Gates Grants: “Galvanic” Bracelets that Measure Student Engagement," Washington Post, 11 June 2012, http://www.washingtonpost.com/blogs/answer-sheet/post/11-million-plus-gates-grants-galvanic-bracelets-that-measure-student-engagement/2012/06/10/gJQAgAUbTV_blog.html

Diane Ravitch, "Just When You Thought It Couldn’t Get Crazier,” dianeravitch.net, 9 June 2012, http://dianeravitch.net/2012/06/09/just-when-you-thought-it-couldnt-get-crazier/

PBS NewsHour, "Melinda Gates on the Importance of Evaluations in Shaping Effective Teachers," 4 June, 2012, http://www.pbs.org/newshour/bb/education/jan-june12/melindagates_06-04.html.

 

 

The Jewish hand behind Internet - Google, Facebook, Wikipedia, Yahoo!, MySpace, eBay...See: http://abundanthope.net/pages/Political_Information_43/The-Jewish-hand-behind-Internet---Google-Facebook-Wikipedia-Yahoo-MySpace-eBay.shtml

 

The Shocking, Massive Jewish Racist Discrimination at Harvard (Repost) - http://abundanthope.net/pages/True_US_History_108/ssive-Jewish-Racist-Discrimination-at-Harvard-Repost.shtml

Jews at US Colleges and Universities. See: http://abundanthope.net/pages/True_US_History_108/Jews-at-US-Colleges-and-Universities_printer.shtml

Harvard University hosts anal sex workshop. See: http://abundanthope.net/pages/True_US_History_108/Harvard-University-hosts-anal-sex-workshop.shtml

How the Radical Left Has Taken Over Higher Education: 7 Professors Who Promote Violence. See: http://abundanthope.net/pages/Political_Information_43/How-the-Radical-Left-Has-Taken-Over-Higher-Education-7-Professors-Who-Promote-Violence.shtml

How Schooling Crushes Creativity. See: http://www.abundanthope.net/cgi-bin/artman2/admin.cgi?action=articleEdit&num=50310

Teachers’ Union Radically Promotes Transgender Ideology, Trump-bashing. See: http://abundanthope.net/pages/Political_Information_43/Teachers-union-radically-Promotes-Transgender-Ideology-Trump-bashing.shtml

 

 

NEW LIGHT ON THE PROTOCOLS - http://abundanthope.net/pages/Political_Information_43/NEW-LIGHT-ON-THE-PROTOCOLS.shtml

EXPOSED: The Why and What of Pono Choices - http://abundanthope.net/pages/True_US_History_108/EXPOSED-The-Why-and-What-of-Pono-Choices.shtml

The Sexual Revolution Corrupts Our Public Schools. See: http://abundanthope.net/pages/Political_Information_43/The-Sexual-Revolution-Corrupts-Our-Public-Schools.shtml

More than 40 Families Pull Children from School that Forced Transgender Lesson on 5-year-olds. See: http://abundanthope.net/pages/Human_Animal_Rights_104/More-than-40-families-pull-children-from-school-that-Forced-Transgender-Lesson-on-5-year-olds.shtml

Now 150 Schools Introduce Gender Neutral Uniforms. See: http://abundanthope.net/pages/Political_Information_43/Now-150-Schools-Introduce-Gender-Neutral-Uniforms.shtml

California School Board Won’t let kids Opt Out of Transgender Lessons. See: http://abundanthope.net/pages/Political_Information_43/California-school-Board-Won-t-let-kids-Opt-Out-of-Transgender-Lessons.shtml

Freedom From Mind-controlled Education. See: http://abundanthope.net/pages/Education/Freedom-From-Mind-controlled-Education.shtml

First Grader Sent to Principal’s Office for ‘Misgendering’ Trans Student. See; http://abundanthope.net/pages/True_US_History_108/First-Grader-Sent-to-Principal-s-Office-for-Misgendering-Trans-Student.shtml

Turning Our Children into Violent, Militarized Monsters. See: http://abundanthope.net/pages/Education/Turning-Our-Children-into-Violent-Militarized-Monsters.shtml

Kids As Young As Four Sent To Summer Camp For Silicon Valley Transgenders. See: http://abundanthope.net/pages/Political_Information_43/Kids-As-Young-As-Four-Sent-To-Summer-Camp-For-Silicon-Valley-Transgenders.shtml

Puberty is beginning at 8, but is our sex-ed keeping up? See: http://abundanthope.net/pages/Political_Information_43/Puberty-is-beginning-at-8-but-is-our-sex-ed-keeping-up.shtml

Transgender Madness Continues In The Shower Rooms. See: http://abundanthope.net/pages/Human_Animal_Rights_104/Transgender-Madness-Continues-In-The-Shower-Rooms.shtml

The Jews Teaching Our Kids: Guide to “Anal Sex” for 11-year-olds. See: http://abundanthope.net/pages/Political_Information_43/The-Jews-Teaching-Our-Kids-Guide-to-Anal-Sex-for-11-year-olds.shtml

 

 

We Must Fight For Family Values - http://abundanthope.net/pages/Human_Animal_Rights_104/We-Must-Fight-For-Family-Values.shtml

The Role of the Jews in the New World Order. See: http://abundanthope.net/pages/Political_Information_43/The-Role-of-the-Jews-in-the-New-World-Order.shtml

The Interview with Harold Wallace Rosenthal. See: http://abundanthope.net/pages/Political_Information_43/The-Interview-with-Harold-Wallace-Rosenthal.shtml

Eustace Mullins, The Curse of Canaan. pp. 16-22 (http://www.scribd.com/doc/43083011/Eustace-Mullins-The-Curse-of-Canaan)

Will Life Be Worth Living in 2,000 AD? - Weekend Magazine Article July 22, 1961. See: http://abundanthope.net/pages/True_US_History_108/Will_Life_Be_Worth_Living_in_2_000_AD_-_Weekend_Ma_2692.shtml

 

 




All writings by members of AbundantHope are copyrighted by
©2005-2018 AbundantHope - All rights reserved

Detailed explanation of AbundantHope's Copyrights are found here


Top of Page

True US History
Latest Headlines
Unz Goes Nuclear
These ‘men of God’ Sexually Abused Children. Then They Found Refuge at Other Churches
America, Crimea, and Ukraine: The Desirable over the Achievable
Hating Your Own Country: Teaching U.S. Kids To Loathe America
Tweet: "U.S. District Court today ordered Stormy Daniels to pay Pres. Trump $293,052.33 ..."
President Trump’s First Martial Law Threat To Democrats Invokes Coup Plotters Rage
Christmas tree in Israeli mall called a ‘disgrace’ by Orthodox Jewish city official
US Warplanes Fill Night Skies Over America As President Trump Nears Martial Law Imposition
Poisoned Fruit Of American Retreat Collides With Russian Warning That Patience Is Coming To An End
Ominous Trump Warning Of “Calm Before The Storm” Now Joined By CIA’s Most Feared “Fixer” Begins Washington “Death Watch” Countdown
NATO's Aggression Reaches for Russian Waters
Victory is Near: SpyGate is Timed to Blow
Alexandria Ocasio-Cortez Claims Sephardic Jewish Roots
With An Extradition of Huawei's CFO To The US, Would It Mean The Clock Is About To Run Out On The Clintons?
Putin Warns Nation To Prepare After Trump Begins Formation Of Martial Law Military Government His Top Aide Hints Is Led By QAnon
US Has Little to Offer Southeast Asia
Neocon Control of Canada Leads to Catastrophic Arrest of Chinese CFO
BOMBSHELL: Google Covering Up Big Pharma Opioid Deaths by Altering Search Autocomplete…
MOFFIT XMAS ALERT: All Holiday Gifts Should be Sent to U.S. Government for Flagging of Gender Stereotyping
Comet Ping Pong Glorifies Pedophilia on Instagram