



State Of Mind delves into the abyss to expose the true agendas at work. This film reveals the secret manipulations at work and provides shocking and suppressed historical and current examples. From the ancient roots of the control of human behavior to its maturity in the mind control experiments of intelligence agencies and other organs of manipulation, State Of Mind reveals a plan for the future that drives home the dreadful price of our ignorance.

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From the Preface

Coexistence on this tightly knit earth should be viewed as an existence not only without wars… but also without [the government] telling us how to live, what to say, what to think, what to know, and what not to know.

—Aleksandr Solzhenitsyn, from a speech given September 11, 19731

Educated men are as much superior to uneducated men as the living are to the dead.

—Aristotle, 384–322 B.C.2

For over a twenty-five-year period the research used in this chronology has been collected from many sources: the United States Department of Education; international agencies; state agencies; the media; concerned educators; parents; llegislators, and talented researchers with whom I have worked. In the process of gathering this information two beliefs that most Americans hold in common became clear:

1)If a child can read, write and compute at a reasonably proficient level, he will be able to do just about anything he wishes, enabling him to control his destiny to the extent that God allows (remain free);

2)Providing such basic educational proficiencies is not and should not be an expensive proposition. Since most Americans believe the second premise—that providing basic educational proficiencies is not and should not be an expensive proposition—it becomes obvious that it is only a radical agenda, the purpose of which is to change values and attitudes (brainwash), that is the costly agenda. In other words, brainwashing by our schools and universities is what is bankrupting our nation and our children’s minds

From the Introduction:

In the fall of l972 a small group of students in an introduction to educational psychology class at a midwestern university saved every single soul in the lifeboat.

The professor became agitated. “No! Go back and do the exercise again. Follow the instructions.” The students, products of the radical 1960s culture, expected this to be a small group assignment in creativity and ingenuity. They had worked out an intricate plan whereby everyone in the lifeboat could survive. When the professor persisted, the students resisted—and ultimately refused to do the exercise. Chalk up a victory to the human spirit.

However, it was a short-lived victory. This overloaded “lifeboat in crisis” represented a dramatic shift in education. The exercise—in which students were compelled to choose which humans were expendable and, therefore, should be cast off into the water—became a mainstay in classrooms across the country. Creative solutions? Not allowed. Instructions? Strictly adhered to. In truth, there is to be only one correct answer to the lifeboat drama: death.

The narrowing (dumbing down) of intellectual freedom had begun. Lifeboat exercises epitomize the shift in education from academic education (1880–1960) to values education (1960–1980). In the deliberate dumbing down of america writer Charlotte Iserbyt chronicles this shift and the later shift to workforce training “education” (1980–2000). The case is made that the values education period was critical to the transformation of education. It succeeded in persuading (brainwashing? duping?) Americans into accepting the belief that values were transient, flexible and situational—subject to the evolution of human society. Brave new values were integrated into curricula and instruction. The mind of the average American became “trained” (conditioned) to accept the idea that education exists solely for the purpose of getting a good paying job in the global workforce economy.

“Human capital,” a term coined by reformers to describe our children, implies that humans are expendable. This explains why the lifeboat exercise has been used so rampantly, and why it was so critical to the education reformers’ plans. Is it any wonder, then, that we witnessed the horror of the Littleton, Colorado shootings, and that other violence in schools across the country is increasing? Death education in the classroom may be linked to deaths in the classroom. The dumbing down of a nation inevitably leads to the death of a culture.

The premise of Charlotte Iserbyt’s chronological history of the “deliberate dumbing down” of America is borne out by the author’s extensive documentation, gathered from the education community’s own sources. Iserbyt isolates the public policy end of education and sticks with it from decade to decade, steadfastly documenting the controversial methodology that has been institutionalized into legislation, public documents and other important papers setting forth public agenda. By choosing to focus on public policy in the context of academic theory, Iserbyt fills an important void in anti-reform literature. Her most important contribution is demonstrating how theory influenced public policy, public policy influenced theory, and how this ultimately affected practice—how policy and theory played out in the classroom

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