Outcome-Based Education

From:  No World Order 
Subject:  NCC! (fwd) Who is Behind Outcome-Based Education? (fwd)
Message-ID:  
Date:  Fri, 20 Oct 1995 11:02:47 -0400 (EDT)


---------- Forwarded message ----------
Date:  Thu, 19 Oct 1995 13:06:36 -0700
From:[email protected]
To:  no constitution convention 
Cc:  No Terrorism Bill 
Subject:  NCC! (fwd) Who is Behind Outcome-Based Education? (fwd)

What does the Governors Conference, Bill Clinton, Utah, Goals 2000,
Education Reform and the push for a CON CON have in common? Take the
time to read this in full and you will see the plan.  If they can not
win today with a CON-CON they will win tomorrow after they re-educate
your kids! Paul Watson

---------- Forwarded message ----------
From:  [email protected] (Nancy K)
Date:  Wed, 18 Oct 1995 17:36:26 GMT

Who's Who in Outcome Based Education

 The Players:

                          WHO IS BEHIND OBE?

 Describing the character, theories and objectives of Outcome Based
Education provides a basic understanding of the sysem that the
government and its schools are foisting upon our children and
families, like it or not.  To obtain a deeper insight into OBE,
however, it is necessary to learn something about the agents of change
who are bringing OBE to you and your children.  For that, we begin at
the beginning with:

 B.F. Skinner, a psychologist and learning theorist who gained
prominence at mid-century.  He developed the techniques of learning
(operant conditioning) based on conditioning phenomena first analyzed
scientifically by Pavlov.  Skinner called his technique his "teaching
machine." Like any machine, it can be used for good or bad, for
meeting the goals of traditional education or for the goals espoused
by OBE.  Skinner thus developed the principles on which "Mastery
Learning" was developed by:

 Benjamin Bloom.  Mastery Learning was the original name for the
process known lately as Outcome Based Education, also known as
Performance Based Education, or Restructuring.  Educational theories
used in OBE are based on Benjamin Bloom's Taxonomy of Educational
Objectives.  A curriculum, according to Bloom, "...may be thought of
as a plan for changing student behavior." (p 14 of Ron Sunseri's book
OBE:  Understanding the Truth about Education Reform, Questar
Publishers, P.O. Box 1720, Sisters, OR 97759) Bloom called it "Mastery
Learning." Techniques for his new style of education are based on
Skinnerian behavioral psychology.  It focuses on stimulus-response
conditioning, which lends itself neatly to indoctrination.  It is an
approach which comes out of Pavlov's experiments with a dog, which he
conditioned to salivate when he rang a bell.  He said the mission of
education is to change the thoughts, actions and feelings of students.
Bloom held that the desired outcome is "...formulating subjective
judgment as the end product resulting in personal values/opinions with
no real right or wrong answer." Bloom's theory thus denies that there
are absolute truths and it makes everything relative.  One idea is as
good as another.  With no absolutes, then the goal of good teaching is
to modify the "thoughts, feelings and actions" of the student to some
replacement system supplied by the educational system.  Since that
system is controlled by the government, the change is specified by the
government.

 William Spady.  Based in Colorado, Spady is Director of the High
Success Network and Director of the International Center on Outcome-
Based Restructuring.  He is the "father" of OBE.  He works with the
federal government, foundations, states and school districts helping
them implement OBE.  He is a sociologist with theories of
"socialization" on global terms.  OBE is designed to prove his
theories.  When asked by an interviewer if the system would promote
patriotism or teach loyalty and allegiance to one's own country, he
replied, "I don't know what Patriotic means."

 According to Spady, we are faced with "a fragile and vulnerable
global environment that requires altering economic consumption
patterns and quality of life standards, and taking collective
responsibility for promoting health and wellness." The goal of
education, Spady says, has to be to prepare students for that future.
Learning results are what is important, and his premise is that all
students can learn, and it is not important how long it takes, as long
as the desired learning takes place.  Since all will learn, grades are
irrelevant in the new system.  All get an "A".  Competition in schools
in his estimation is a negative influence impairing learning.  He also
believes that textbooks will be obsolete.   Spady's definition of an
"outcome," found in the in-service training program for OBE teachers,
is "The acceptable culminating demonstration of a significant learning
behavior." Subject knowledge and concepts are not valid outcomes.  In
1982 he observed that one of the four main goals of Mastery Learning
is a "system of supervision and control which restrains behavior of
kids.  The outcome of the hidden agenda should be the fostering of
social responsibilityand compliance." These goals "transcend
academics," and deal with attitudes and feelings.  However, Spady
rejected the term "Mastery Learning" because of its monumental
failures, renaming it so that the system of OBE would not be rejected
out of hand.  He found that the elite in the educational establishment
supported his ideas because they, like Spady, want education not to
teach, but to revamp society.

 Shirley McCune, senior director of the Mid-Continent Regional
Educational Laboratory doing research for the U.S. Department of
Education, was the keynote speaker at the Governor's Conference on
Education called by President Bush.  She told the governors that:
"What we're into is the total restructuring of society.  What is
happening in America today...is not simply a chance situation in the
usual winds of change...  (it is) a total transformation of society...
You can't get away from it.  You can't go into rural areas, you can't
go into the churches, you can't go into government or into business
and hide." p 15-16 "..Schools are no longer in the schooling business,
but rather in the human resource development...we have an opportunity
to develop the kind of society we want." p 62 (References are to
Sunseri's highly recommended book.)

 The Mid-Continent Regional Education Laboratory is the organization
that developed the key features of the OBE curriculum under the
auspices of the U.S. Department of Education, which under the Reagan
administration was headed by T. H. Bell who was a primary figure in
OBE research and development.

Proof:  G. Leland Burningham, Utah's state Superintendent of Public
Instruction, wrote to Bell in a cover letter when applying for Federal
funds to implement OBE in Utah schools.  He wrote:  "I am forwarding
this letter to accompany the proposal which you recommended Bill Spady
and I prepare in connection with Outcome-Based Education." In other
words, Bill Spady was hired by Utah, at the behest of Bell, to prepare
the state's OBE proposal.  Burningham goes on to say tha his proposal
"centers around the detailed process" which "will make it possible to
put outcome-based education in place, not only Utah, but in all
schools of the nation...  We will stand ready for regional and
national dissemination of the Outcome-Based Education program." p 53
In other words, Bell was the fairy godfather for Spady's work in
development and implementation of OBE nationwide.  He was responsible
for getting the restructuring process moving on the highest levels of
government.

 The Federal Department of Education.  Following the initiatives begun
by Bell, and led by people installed in the bureaucracy by Bell, the
department has continued funding Spady and various state activities
with grants, and providing a panoply of services to the states and
individual school districts.  It sponsored development of "Educational
Quality Assessment," which is a test which students describe as
"weird." Basically the test determines the values a child has, and
measures how easy it would be to change them in that child.

 The Dept. of Education in its report, Developing Leaders for
Restructuring Schools:  New Habits of Mind and Heart, says
"Restructuring (OBE) is the process of institutionalizing essential
new beliefs and values in the school mission, structure and process.
The aim of restructuring is educating all children for productive
lives.  It established "lead centers" in all states, the objective of
which is to create "dissonance" and use it as the basis for justifying
change.  In other words:  the plan is to get people so upset with
education that they will accept OBE as a solution to the problems of
education.

 The National Education Association, whose Ten Cardinal Principles and
staffers moved to the U.S. Department of Education to participate in
drawing up Goals 2000 legislation.  Among those participating in
developing the Ten Cardinal Principles were Benjamin Bloom, David
Rockefeller, George Bundy, and Michael Lerner, to name but a few.
Among those participating in the work of th Carnegie Foundation, which
supplied much of the impetus to the programs of the Department of
Education, were the presidents of the NEA and the AFT (American
Federation of Teachers).  That brings us to:

 The Carnegie Foundation.  In 1986 it issued a report, Teaching as a
Profession:  Teachers for the 21st Century.  It was basically the
outline of a plan to nationalize education.  Says Phyllis Schlafly,
"The game plan is to define the problem so that it will point to a
Carnegie-engineered 'solution,' establish a 'partnership' with
prominent business leaders to give verisimilitude to Carnegie-written
proposals, and then to persuade selected governors to push Carnegie's
proposals through Congress and reluctant state legislatures." The plan
was presented to Bush's Governor's Conference in South Carolina in
1986, where Bill Clinton of Arkansas and Lamar Alexander of Tennessee
took the lead.  (Clinton became president and Alexander was appointed
by Bush to head the Department of Education.) The report calls for
national certification of teachers (to get rid of independent private
and home schooling), restructuring of schools to meet performance
goals, and have nationally based education policies.

 Included in the task force that produced the report were the
presidents of the two teachers' unions:  Mary Futrell of the NEA and
Albert Shanker of the American Federation of Teachers.  The Carnegie
Foundation also owns the Educational Testing Service, which collects,
scores and analyzes results of the Educational Quality Assessment
tests given to three grade levels in each OBE state.  It is joint
owner and operator of the National Assessment of Educational Progress
data bank that stores the data produced nationally by OBE.  These
tests are mandatory in schools, not voluntary, although it would seem
so by the literature.  The Foundation is also a primary source of
funding for the Parents as Teachers Program, which has developed
family-intrusive policies and techniques that bring parents and
children into the OBE system for control from the moment of birth.

 The National Center on Education and the Economy, among whose
directors are Oregon's Vera Katz, plus David Rockefeller, Ira
Magaziner and Hillary Clinton.  This is an organization funded and
controlled by the Carnegie Foundation, and is a central funding agency
for grant money supporting OBE programs and experimentation using
funds from the Rockefeller Foundation and similar sources.

 John Goodlad of the University of Washington and head of the
Institute for Educational Renewal, doing research on strategies for
reaching OBE goals.  He is a one-worlder and globalist, who wrote,
"Parents and the general public must be reached...  Otherwise,
children and youth enrolled in globally-oriented programs may find
themselves in conflict with values assumed in the home.  And then the
educational institution...comes under scrutiny..." p 17-18 Elsewhere
Goodlad advises, ..."Most youth still hold the same values as their
parents and if we don't resocialize, our system will decay." p18

 Sharon Robinson, appointed Asst. Secretary of Education for the
Office of Educational Research and Improvement.  A long-time staffer
of The National Education Association, who sat with Hillary at the NEA
convention and helped facilitate OBE.

 Hillary Clinton, who with David Rockefeller is a director of the
National Center on Education and the Economy, a non-profit group
formed by the Carnegie organization to study and implement school
reform.  A long time and prominent "children's advocate," she assisted
the President in making sure the proper people were brought into the
federal educatonal leadership.

 Vera Katz, Mayor of Portland, Oregon and former Speaker of the Oregon
House, who introduced the Oregon Education Reform Bill and was its
chief sponsor, who also is a director (1987) of the National Center on
Education and the Economy, chairman of its Nominations Committee, and
represents Oregon on the New Standards Project.  She was on the Board
of the Carnegie's National Board for Professional Teaching Standards
(1987).  She sponsored Carnegie-related legislation in Oregon:  HB
2020 (1987), Education Retention and Professional Development; and HB
2001 (1989) 21st Century Schools; as well as the Katz reform bill, HB
3565, in 1991.

 Norma Paulus, Oregon's Superintendent of Public Instruction, who has
been a leader in bringing OBE to Oregon and then implementing it.  In
June 1992, in her foreword to Toward a National Standard, a series of
briefing papers intended to "support the development of OBE in
Oregon," she refers to Spady.  In Sept. 1992 she was a featured
speaker at the America 2000 Leadership Workshop in San Francisco.  Her
Department of Education is participating in the national new standards
project, in collaboration with the Learning Research and Development
Center at the University of Pittsburgh.

 Michael Tucker, sponsored 21st Century school reform in Washington
State; senior advisor to Bill Clinton; co-director, National Alliance
for Restructuring Education; director of one of eleven New American
School design teams tasked to "reinvent" America's schools, and
president of the Board of Trustees of the National Center on Education
and the Economy.

 National Center on Education and the Economy.  Its mission is to
develop policies on education and human resources.  It developed out
of the Carnegie organization.  Its Board of Trustees include Michael
Tucker (president), Mario Cuomo, Ira Magaziner, David Rockefeller,
Hillary Clinton and Very Katz.  In 1990 this non-profit group
published America's Choice:  High skills or low wages.  It described
the workplace as one "mnaged by a small group of educated planners and
supervisors (utilizing) ....administrative procedures (that) allow
managers to keep control of a large number of workers.  Most employees
under this model need not be educated.  It is far more important that
they be reliable, steady and willing to follow directions." p 29-30
Why? Because, the report states, "More than 70 percent of the jobs in
America will not require a college education by the year 2000." p 30
What is needed is "Workers who do what they are told, with a good
attitude," says Ron Sunseri.  How do you get them, Sunseri asks:
"Start now teaching students, from the earliest grades, the attitudes
and social behaviors that will please business and avoid a broad-
based, high-quality, academic education."

 In 1992 the group put out a confidential report, The National
Alliance for Restructuring Education:  Schools--and Systems--for the
21st Century.  That report states (p 33), "Our objective is to make
schools of the kind we have described as the norm, not the exception,
first in the cities and states that are Alliance members, and later
elsewhere.  Getting there will require more than new policies and
different practices.  It will require a change in the prevailing
culture---the attitudes, values, norms and accepted ways of doing
things---that defines the environment that determines whether
individual schools succeed or fail in the transformation process.  We
will know that we have succeeded when there are enough transformed
schools in any one area, and enough districts designed and managed to
support such schools, that their approach to education sets the norms,
frames the attitudes and defines the accepted ways of doing things in
that part of the world.  There is no turning back.  The question is
how to bring about this kind of cultural transformation on the scale
we have in mind....and to organize (resources) in such a way that the
growth of the new culture is geometric."

 Professor Anthony Oerringer of Harvard University contends:  "Do we
rally want to teach people to do a lot of sums or write...when they
have a five-dollar hand-held calculator or a word processor? ...Do we
really have to have everybody literate---writing and reading in the
traditional sense?" p28

 So what are these changes to be? As implemented by education, based
on research conducted by the National Training Laboratory associated
with the National Education Association, the technique is to supplant
skill training with "sensitivity training." The goal, according to
David Jenkins of the NTL, is "...to manipulate; (the teacher's) job is
to plan and produce behavior in order to create changes in other
people." Relative to your children, they may "appear to behave
appropriately...(but) this appearance is deceptive...  (They are)
'pseudo-healthy' persons who can benefit from sensitivity training." p
17 The NTL warned, however, not to be too up front about what is being
done.  Massel Smith of NTL advised educators:  "Couch the language of
change in the language of the status quo." p 17

 Thomas Sticht, a member of the US Secretary of Labor's Commission on
Achieving Necessary Skills, noted that many companies have moved their
operations to places with cheap, poorly educated labor forces because
"the dependability of a labor force and how well it can be managed and
trained---not its general educational level" is what is important.  He
added, "Ending discrimination and changing values, are probably more
important than reading and moving low-income families into the middle
class." p 29

 Sunseri Comments:  "What Sticht is really saying is that we need more
low-wage laborers in America.  The only way to keep a pool of them
available is to be sure that most students don't get educated.  As
long as the masses are poor and uneducated, the small cadre of highly
educated, creative people can control them and have the kind of life
they want."p 29 That this will pave the way for public acquiesance to
the outcomes of NAFTA and GATT in about the year 2000 is an
interesting coincidence.

 Bil Clinton in 1979 initiated the "restructuring" reform of Arkansas
schools and chose the bureaucracy to run it.  After fifteen years of
the system, the schools are presently 45th in literacy and 44th in
standard achievement tests.  He also started the "Governor's School"
as a model for statewide school reform.  The school takes the best and
brightest students in the state and send them to a special Summer
school, six weeks long, with 350 to 400 students attending each year.
Mark Lowry, former director of publicity for the school, says the goal
is to identify the four or five exceptional students suited to future
political careers.

 Lowery reports that the school does not deal in traditional academic
excellence, but political correctness.  It uses thoroughly scripted
"brainwashing" techniques, including isolation from the outside world,
to instill moral relativity and disintegration of family values.
Students reported that they were fed a curriculum that focused on gays
and gay rights, radical homosexuality, "all the things my parents said
were wrong." Others reported, "We were encouraged to do what we felt
like doing, to be hostile to Western Civilization and culture."

 Lowery stated, "The greatest influence of the Governor's School is to
promote the thought with these students that to be considered an
intellectual by your peers...you have to be a liberal thinker." The
school, he said, "invokes not only philosophy, but political thought,
and that is the underlying message that permeates the whole six weeks.
This is not teaching or learning, but indoctrination."

 A student reported that the main course at the school, two hours
every day, was "Views of Man." It dealt with radical feminist, leftist
ideology, and other radical thinking.  The student said it was
"warped," presenting one viewpoint only.  Its goal was to "Convince
students that they are the intellectual and cultural elite." It taught
that it is OK to challenge authority because "you are part of the
elite, and your parents wouldn't understand all thi.  As the elite, it
doesn't matter what ordinary people believe or want.  You know what is
good for them."

 Parents reported that their children came back from the school
"terribly changed." One parent reported that it took two years of
psychological deprogramming to restore their child to normal.  Another
said that her son committed suicide, and probably would not have but
for the school.  Another student reported his repeated fantasies of
committing suicide, even to the point of writing a suicide note,
because he loved the school so much hedidn't want to be back in the
real world.

 Unfortunately, the "real world" of tomorrow is the world of OBE,
courtesy of the Clintons and Katz, the Bushes and Bells, Paulus and
Roberts, and most recently John Kitzhaber and Brady Adams, all loyal
Democrats and Republicans, who cozied up to the elitists who
understand better than you what you ought do with your life and how to
raise your children.

 For your children it will be a life of lowered expectations and
diminished returns.

 B. K. Eakman, in Educating for the New World Order, quotes William
Bonner, Attorney for the Rutherford Institute:  "While the public has
assumed it retains its historic input into education on a local school
district level, in fact education has been progressively federalized,
with the bold new America 2000 as the ultimate expression of the
consolidation of power over education directed from Washington.  The
revised Chapters 3, 5, and 6 respond to Washington's demand that the
states effect strict compliance with federal regulation in exchange
for federal dollars.  Freedom, diversity and local control are being
increasingly sacrificed in that exchange."

 "Undergirding this federalization of education has been a massive
invasion of the family and the rights of individual students through
curricula utilizing psychological programming and experimentation, as
well as a broad spectrum of behavior modification techniques.  Data
periodically gathered through invasive testing within the affective
domain has then, through the illegal demand for students' social
security numbers...been compiled on computer systems storing vast
amounts of intimate and private information on our children and youth,
in violation of their constitutional rights...

 "The traditional interests and rights of parents have been trampled
upon, as educators have proceeded on the proposition that
professionals know better than parents how to raise children....  The
results create a further attack upon the already weakened family units
in our sachet.  Both the assessment tests and the related curriculum
increasingly reinforce the message that conformity to government-
established values and attitudes is the key to future sucess in
life...

 "The public does not understand that the government is establishing
criteria to assess attitudes, values and opinions, nor do they
understand that a 'planned course' will be introduced to 'remediate'
attitudes, values and opinions not meeting government standards."
p258-9

 This is our future, compliments of the elite class of government
bureaucrats and multi-national corporate managers and bankers who have
given us OBE for the sake of the "Brave New World" they have in mind.

               ----------------------------------------
 For information tel or fax (503) 476-5533, or send E-mail to:

 William Bonville, Secretary of the American Party of Oregon:
[email protected]  The information on this page came from:
www.cdsnet.net/people/local/bonville/public_html/obe/obeintro.htm

 All information presented on this page was created by William
Bonville and in no way represents the opinions of CDS Internet and/or
it's employees.

--

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