Epiphany Moment: Education as Cultural Transformation Using Heart and Mind Manipulation

Eureka! When I wrote the last post I recognized the common vision, but had not yet fully tracked down the why. That shifted quickly though when I followed up on one of the attendees at the Humanity 2.0 conferences at the Vatican, U-Chicago prof Candace Vogler, since I remembered she was also tied to the NIH-funded Science of Virtues Project covered here http://invisibleserfscollar.com/locating-the-internalized-information-guiding-human-behavior-so-it-can-be-controlled-and-transformed/ . Rereading that post was a reminder of just how very tied the players covered there are to the organized False Narrative of what the Common Core, competency-based education, SEL, and data gathering are all about. That much coordination and coincidence cannot be accidental. Discovering then just how much of Vogler’s work has been financed by the Templeton Foundation, and finally that Templeton had announced its intention to finance and investigate cultural evolution via the individual human mind was my epiphany moment.

Suddenly we were no longer talking about the Social Reconstructionists, UNESCO, and its founder, Julian Huxley’s vision, as covered in Credentialed to Destroy, but think tanks across the purported political spectrum. All the pushes about values and Character initiatives and an emphasis on Truth, Beauty, and Goodness make sense if you believe that “Moral systems are the psychological and sociological ‘glue’ that holds human groups together as adaptive units, at the scale defined by the moral system, establishing a fundamental connection between morality and group-level intelligence” as this Templeton announcement put it https://evolution-institute.org/prosocial-world-receives-grant-from-templeton-world-charity-foundation/ . As a recent book by the Director of the Templeton-supported Jubilee Centre for Character & Virtues in the UK (where I first found the reference to Humanity 2.0) put it in his book Flourishing as the Aim of Education:

In general, human associations across the globe seem to be moving in a morally progressive direction despite recent ‘post-truth’ blips: a direction that makes educational discourse ripe for accounts of human flourishing as its ultimate aim…[The sought self-change in the students occurs because of] these ‘Damascus experiences’ that comes about through the recognition of transpersonal ideals that inspire awe…The awe and wonder we experience in the face of such self-transcendent ideals enables us to envisage new horizons for ourselves; we suddenly see ourselves and the world in a radically different way.

It turns out there is a word for this, ‘cultural cognitive models’ and transforming these has become the stealth means of evolution in the 21st century. As best I can tell, a 1973 paper (tied to the same Palo Alto behavioral change research center now tied to the National Growth Mindset Network) called “Theories of Culture” hatched the plan in earnest. Its author, Roger M. Keesing, laid out a desire for:

Conceiving culture as an ideational subsystem within a vastly complex system, biological, social and symbolic, and grounding our abstract models in the concrete particularities of human social life. [Today’s Evidence-Based Policymaking!]…attempts to map cultures as ideational systems in the light of an emerging understanding of mind and brain should enable clearer insights into the organization of experience and the nature and depth of variation in the thought worlds of men.

With prescribed, globalized learning standards, there won’t be much variation for long! If anyone does not believe me that the ‘thought worlds’ are a bullseye for standardization we have this 2017 paper financed by Templeton called “Cultural evolutionary theory: How culture evolves and why it matters” https://www.pnas.org/content/114/30/7782 stating:

Deeper analysis of how human culture, human ecology, and the human environment coevolve is necessary for understanding historical and present dynamics, and for predicting future trends. These analyses will provide much-needed tools for the planning and direction of such dynamics. Humans’ worldwide well-being and that of the ecosystem we live in depend on our ability to make such predictions and act accordingly.

Here is another confirmation of this intended aim tied to another Templeton grantee https://singularityhub.com/2018/02/22/cultural-evolution-can-provide-the-tools-to-build-global-scale-resilience/ and on July 17, 2018 the American Anthropological Society announced its intention to make ‘cultural models theory’ (CMT) the path for future research grounded in CMT’s ‘fundamental assumption that the locus of culture is the minds of individuals.” I have alluded to this before since conceptual frameworks and Disciplinary Core Ideas are being laid out in learning standards mandates, but this paper “From Cultural Models to Cultural Categories”  helps make the bullseye and the rationale for targeting it even more clear. http://acrwebsite.org/volumes/8631/volumes/v29/NA-29 Making sense of the world and your experiences or ‘cultural meanings’ :

are created and maintained by the interaction between an extrapersonal world of objects and symbols and the intrapersonal world of individual’s mind. Thus, to understand and analyze culture in totality we need to to take into account both the intrapersonal world of cultural values and cognitive structures of mind and the extrapersonal world of cultural symbols and artifacts. The main objective of this paper is to propose a conceptual framework, which derives cultural categories by analyzing culture at perceptual, behavioral, and symbolic levels.

Precisely what outcomes-based education in the 90s and competency-based education tied to learning standards targets now. All designed, then and now, to force a cultural evolution grounded in transforming Values and Thought Patterns as illustrated here https://www.spps.org/cms/lib/MN01910242/Centricity/Domain/125/iceberg_model_3.pdf It really does make the ubiquity of Tranzi OBE quite clear, doesn’t it? No wonder it has been renamed now as Portrait of a Graduate or Learner Profiles. That does sound more appealing than transforming the mind to fit the global collectivist vision for the desired 21st century comrade. Here is one last link that did a succinct job of laying out why altering cultural cognitive models is the new stealth means of revolutionary change that may initially be hard to discern.  http://trnerr.org/wp-content/uploads/2016/07/Cultural-Models.pdf which usefully italicized the fact that : “Cultural models are important for communicators to consider because they shape and constrain how people think about an issue and the solutions that they see as effective and appropriate.”

The widely-shared nature of cultural models makes them incredibly valuable for strategic framers who wish to change the conversation about a complex social issue…models derive from exposure to common experiences over time. If communicators can change the context in which people experience an issue–through the media, through advocacy and through policies that change the context–[now just imagine adding the immersive possibilities of digital learning and virtual reality!] they can, over time enact deep, meaningful, and sustainable changes at the level of cultural models. The durability of cultural models means that communicators need to be aware of these ways of thinking and that they need to work hard to create new ways for people to think about social issues.

This has truly been a fascinating journey, especially because of the amount of clarity surrounding what I can document and thus prove. All the sudden references to Aristotle in a recommended template for change in the student that certainly looks to me like the Marxist Humanist template make far more sense if, like me, you located the PhD thesis of the author of Flourishing as the Aim of Education where he laid out the ties between Marx’s thought and its foundations in Aristotle’s. Suddenly the multisyllabic title of “A Neo-Aristotelian Model of Moral Development” created by the Jubilee Centre in 2017 can be accurately seen for the euphemism for an infamous ideology it actually is.

We cannot fight against what we cannot see and as usual, this post is an attempt to create the needed illumination. Otherwise, our childrens’ minds and personalities will remain tools for transformation in what is actually a global Social Reconstruction Project.




37 thoughts on “Epiphany Moment: Education as Cultural Transformation Using Heart and Mind Manipulation

  1. Even supposing one was on board with these loftily described collectivist mindsets, the resulting evidence of what these embedded moral, competencies actually produce can be seen today across our culture and the values sure as heck do not match the quasi secular, holier than thou language the planners are using. But I suppose that is the point.

    The ideologues have their ideal and then we have the collectivists’, professional victim mentality, reality. I do not want to provide a direct link to this video because It is ridiculously crass and demeaning to anyone, anywhere but it speaks volumes about where we are. Search Lizzo + bet on the you tube.

    And here is a print interview with the same entertainer who is clearly a product of current best practices and engaged, multi media, SEL and who has fully adopted appropriate global thinking. ( note the interview is: ” As told to THINK editor Megan Carpentier, edited and condensed for clarity )


    • One of my points though is that the collectivist mindset is not necessarily where people expect to find it, which is why we were so surprised (at the time) to see that the National Constitution Center (with Jubilee Centre aid) had redefined freedom and liberty as communitarian terms. Likewise, if the deceitful narrative that commenced in earnest in 2011 was a fishing net in terms of the connections among the deceivers and the funding sources, the ties are so extensive that the net would be capable of catching sardines and not just tuna or salmon.

      One of the entities central to that 2011 push was the Witherspoon Institute. They have a publication Public Discourse that last week offered up this collectivist vision of ‘citizenship’:

      Because of the importance of passing on tradition, a flourishing community requires active communication among citizens. The members of the community must engage, debate, and cooperate in the social and political processes that govern the community’s operations. But that cooperation can happen only if each citizen identifies so closely with his extended neighborhood that that identity expresses itself spontaneously in his action. In other words, true citizenship is a process of dialogue between the individual and the whole, and such citizenship is at the core of what defines any community. As Rudolf Steiner declared: “A healthy social life is found only when, in the mirror of each soul, the whole community finds its reflection, and when, in the whole community, the virtue of each one is living.”

      https://www.thepublicdiscourse.com/2019/08/55462/ is the link to an article called “Renewing Reason in Our Local Communities”.

  2. Trump’s recent thoughts on the need for reestablishing mental health hospitals might actually facilitate the reshaping of minds and attitudes! They might get a real workout to accomplish the vision put forward by Templeton and company—that is, after a generation has had its brains softened with the legalization of psychotropic drugs.

    • Even apart from the troubling psychotropic drugs, the term flourishing combines “Biological, Psychological, and Socio-Behavioral Development” as being at the literal core of the so-called conceptual model to create the “Systems and Elements that Help ‘Set the Odds’ in the recent publication released to much fanfare called Vibrant and Healthy Kids: Aligning Science, Practice. and Policy to Advance Health Equity. It is over 500 pages, but that graphic is on page S-4.

      Consistent with the Humanity 2.0 aims, it asks at the beginning of Chapter 4, “how can the playing field be leveled, so that all children have the best possible opportunity to flourish and thrive in terms of their social-emotional, behavioral adjustment?” The MH vision is not just about changing external conditions as if the world was a canvas that can be replanned by politicians, lawyers, and think tanks in the name of Equity and Justice for All. More importantly are the internal changes that must be made in each student and ultimately citizen at the level of their heart and mind.

      Vibrant and Healthy Kids laid out the Socioecological Framework to be changed via Public Policy and said this: “For the intrapersonal level, these mechanisms are individual knowledge, attitudes/beliefs, and skills.” Precisely what Tranzi OBE targeted and why the deceitful narrative tried to take what was laid out in Chapter 4 of my book and consistently misinterpret it to insist it was about collecting PII student data. Remember me in the early days insisting the point was the change? It was not a static database and it need not be PII. The point of personalization is taking students cultural cognitive models and motivating values in the desired direction needed for reliable decision-making where the individual puts the group first as a reflex action. That’s what Habits of Mind means.

      Unfortunately, Trump put a Jeb Bush acolyte at Ed and we have already discussed the ties between his PEPG at Harvard and the AEI paper from the last post. I mentioned before her declarations reek of positive psychology and we know Templeton Funds Martin Seligman’s Positive Neuroscience work. What many people do not know is that Jonathan Haidt is also tied to Seligman and positive psychology. Jeb has him as a keynoter at his Foundation for Excellence in Education confab this year in San Diego.

      Did you know that back in 2001, Haidt won the Templeton Positive Psychology Prize? https://www.apa.org/monitor/julaug01/positively

      Jonathan Haidt, PhD, of the University of Virginia, received the first-place award of $100,000 for his research on what he calls “elevation”–the emotion people experience in reaction to acts of moral beauty.

      Do you think that emotion and research gets used now in the Classical Education template? Me too. We will come back in the next post to the positive psych links to all this.

    • Here we have Templeton funding the “Roots of Extremism in the Brain” https://www.worldsciencefestival.com/videos/roots-extremism-brain/

      Can we be a free society or a free world if public policy goals are now being advanced stealthily via education and locked in at a neurobiological level?

      Plus this makes it crystal clear that this positive psychology work Templeton funds is also being funded by the National Institutes of Mental Health. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2692821/ Check out the Acknowledgements.

  3. It is interesting to hear all the moral globaloney from these ultimately corrupt academics and think tankers, like MC says when you look out the window at the forced no not Nudged culture bought and paid for by their partners in cultural crime, and what has been intentionally disappeared down the Gates hole. I dont think they can hide forever and a renaissance will follow a very dark time.

    • Remember the quote in this post on the level you want the group intelligence to be focused around? I found this after I recognized the link to planned cultural evolution https://www.humansandnature.org/toward-a-whole-earth-morality It’s about morality from the evolutionary perspective, but it uses Core Design Principles grounded on Elinor Ostrom and her concept of polycentric governance. You know who else loves that very same Ostrom work? The state level and faith-oriented think tanks in the Atlas Network.

      When you write about “most large-scale societies are not organized in this way” that is an intention to try to do just that while hyping Subsidiarity as these think tanks do. ESSA and WIOA both are all about polycentric governance as is the Vibrant and Healthy Kids push mentioned above. All of the deceitful hype making Fed Ed the villain ignores that the enslaving shroud is locked into place through laws at the local level, especially if no once will openly mention the existence of such laws or how they actually work.

      “Convert the Earth into a superorganism regulated by a Whole Earth Morality” is just as stultifying when imposed at the level of the mind and personality via misunderstood school charter language or mission statements or in how the Portrait of a Graduate gets implemented. The transformationalists love the local. We need to recognize that and quit being comforted by the fact that Ostrom won a Nobel for her useful theories. Useful to the Upravleniye vision that is ultimately grounded at the biological level of the mind and emotions.

      I am adding this because it shows that Templeton is a funder of the Center for Humans and Nature and Haidt’s continued role tying this to my response above. https://templetonreport.org/what-does-it-mean-to-be-human/ is from 2015.

    • Here’s a link between Templeton and one of your favorite places-the Center for the Greater Good. http://www.templeton.org/wp-content/uploads/2018/08/Awe-White-Paper_distribution.pdf

      Here’s the same paper from the Greater Good Science Center’s site. https://ggsc.berkeley.edu/images/uploads/GGSC-JTF_White_Paper-Awe_FINAL.pdf

      I guess controlling the cognitive model makes the greater good into a science. Uncle Karl would be thrilled.

      Haidt was one of the founders of Heterodox Academy https://heterodoxacademy.org/2019-hxa-director-address/ which that link says Templeton is providing a $2.8 million grant to fund

      Over the coming weeks, look for the release of reports about our benchmark data and the launch of a graphic user interface that will allow visitors to our website to easily visualize patterns in the Gallup/Knight data. Moreover:

      Our Campus Expression Survey was administered on at least 11 campuses so far this year.
      I personally interviewed 22 college presidents as part of a listening tour to understand the challenges they face in the open inquiry space and what they need from HxA to create local change.

      University leaders are hungry for best-practices, metrics and validated interventions. Thanks to a $2.8 million grant from the Templeton Foundation, Heterodox Academy will be able to create those things over the next few years.

      Sounds like Templeton is funding a higher ed Convergence. Nice way to implement its interest in cultural evolution, isn’t it?

      Also this–

      Again, thanks to the Templeton grant, next year we will launch the HxA Distinguished Academy initiative. Like the LEED Certification for energy-wise buildings, this accolade will signal to the world that a given college has provided concrete evidence that it has in place the philosophies, policies, and practices that create a positive climate for expression and constructive engagement across lines of difference.

      Controlling the approved categories of thought makes that much easier, doesn’t it?

  4. Relevant to all of this, I have been hosting in my business in Tokyo, international student interns. I saw this, initially, as a means of giving them the experience I had so greatly benefitted from as an exchange student years ago.

    What I have found to be positively terrifying is their pretty universal lack of interest in the host culture, in my business, in skill acquisition, in ANYTHING this learning opportunity is purportedly about. And, this goes way beyond device addiction.

    I have given up on delegating to them any research work beyond cursory internet searches. Their academic skills, really, critical thinking/problem-solving skills are so poor that I have to supervise everything they do. They seem to enjoy reflecting on their own experience, but not in an informed, self-aware way. I had introduced some of them to members of my business network, but will likely suspend this activity because they do not seem to understand that a CEO has attained a higher level of accomplishment than themselves. They aren’t respectful, or even disrespectful…they simply do not understand the concept of achievement, competence, expertise.

    Of the 11 students I have hosted…American, U.K. German, Italian…I would hire ‘1’ if that were an option. They seem to have boundless self-esteem, and based on no real achievement….NICE WORK, IF YOU CAN GET IT.


    • Do you have experience to compare them with students from other countries?

      I know what you mean about self-satisfaction of US students. They don’t fear failure and assume things will be taken care of for them. And indeed in K-12, the adults are required to take care of things for them, in “learning communities” where they have no authority.

      • In that I live and work in Japan, Japanese students would be my primary benchmark. They have their own challenges, of which the absence of the fear of failure is not one. My sample group is somewhat diverse in that it includes students from EU countries. I would place the Americans on the far end of the “somebody else will take care of this” spectrum, but, with only a few exceptions, they all seem to be on it. On a perhaps related note, three of the students I have hosted (all male) have displayed behavior that would place them on another ‘spectrum’, and two of these told me they had been identified as suffering from mild autism. If you are employing someone you need to know this, if only to help them better leverage their strengths. While I am glad these kids do not seem to have been stigmatized, I had the feeling that they did not fully appreciate what are serious deficits in a workplace — that these had been regarded as a form of ‘diversity’. I had, for instance, one master’s degree level student tell me he could not type — that his brain did not send messages to his hands. OK!?!

        Most disturbing for me is that they did not seem to recognize the achievements of other people — the business leaders, and community leader I introduced them to. They would show up late for CEO meetings!!!

    • Hi Leslie and thanks for commenting at ISC during this crazy time for me. My mom is home and my brain is beginning to come back from crisis mode.

      You would likely find this vision from New Zealand interesting. https://21k12blog.net/2019/09/10/reinventing-crediting-excerpt-new-zealand-nceas-hobsonville-point-secondary-school/#more-7982 The author of that blog and the book he is touting specializes in working with some of the priciest, most prestigious ‘independent’ schools in the US. So much for non-public education being the way out.

      Some readers may remember that it was in following the cites from the US Common Core to NZ’s reforms mentioned here that I recognized that ‘standards’ were really tied to competencies and that contrary to the False Narrative. competencies are not about Workforce Training. As you have noted in detail, it is producing entitled young people not worth any entity’s hard-earned revenue in a salary.

    • If you go back to the earliest days of the blog when I first recognized where Positive School Climate was really going and what it meant, this fits.

      I am still around but have one parent in the hospital and one in memorycare. I am still tracking and comprehending, but too tired to explain.

      That reminds me of what I tracked to Broward after the tragedy there. The schools want behavior change–grounded in the intrapersonal–and want to ignore current bad behaviors.

      • All the best to you Robin. I lost my parents about 15 years ago, and it was tough for a while. But the torch passes as it always has.

        I do remember generally what you wrote about PSC, though with far less specificity than you would use in a substantive reply here. And you’re right. It sees the view that there’s an adult right way, and that rules are enforced, as negative or authoritarian. Education is student-centered, rather than the students being centered on striving to achieve adult behaviors and skills.

        We’re warning people we know who might have kids in NY Public Schools.

    • Hi David,

      I laughed out loud when I read this, and for an unintended reason. As mentioned above, I host university students as interns to my business in Japan, kids from the U.S. and EU, mostly. Understanding that Tokyo offers myriad opportunities for ‘getting into trouble’, I was initially pretty vigilent about their activities. Later I decided that they lacked the imagination, or curiosity required to to ‘get into trouble’; a more pressing concern, IMHO.

  5. https://evolution-institute.org/prosocial-world-receives-grant-from-templeton-world-charity-foundation/

    “For a group to be intelligent as a collective unit, is must be a unit of selection. This goes without saying for biological groups such as social insect colonies, which are products of colony-level selection and indubitably have group minds. It is equally true for human groups as products of cultural group selection, although this is not as widely recognized2. Moral systems are the psychological and sociological “glue” that holds human groups together as adaptive units, at the scale defined by the moral system, establishing a fundamental connection between morality and group-level intelligence”

    Group intelligence? “intelligent as a collective unit”? “Group-level” intelligence”?

    Excuse me, but this cannot but help bring to mind the following:


    I’m not even sure the idea of social insects having “collective intelligence” is scientifically justifiable. Social insects, such as ants, are driven the a limited repertoire of programmed behavioral routines controlled, to a great extent, individual to individual, by chemical/hormonal signals and cues. The intelligence isn’t so much “group” as highly cohesive, with each individual responding pretty much as every other similarly programmed member of the hive depending on its own chemical and physiological structure (worker, drone, soldier etc.).

    The progressive Left we are dealing with today is no different than its other iterations over the last two centuries; it is utopian, totalitarian, and utterly saturated in its own hubris.

    • Hi Loran,

      I think it is a mistake to see this merely as the vision of the Progressive Left. That is something I have been working on in the midst of doctors visits with my mom or taking care of my dad. I have that aspect thoroughly nailed down now. I simply have not had time to write it up.

      In the meantime, I have called attention to Pavel Luksha’s work repeatedly over the years and then others have mined ISC and then misportrayed it. Here’s his newest vision. https://www.gettingsmart.com/2019/09/on-creating-a-university-for-the-planet/

      There is accelerating recognition of the impact humans are having on the planet. Young people might be the last generation with a chance to mitigate the damage we’ve caused.

      “If we continue on the path that we are on, in the next 100 years the planet may become uninhabitable,” said Luksha. “We need to engage critical mass of people in the next 20 or 30 years or we are doomed.”

      Given the complex changes in the biosphere, “The only way to go forward is to become more modest, to acknowledge that we are part of a much bigger system. We need to learn how to reconnect, modify our ways, and stop harming the ecology.”

      Luksha proposed a University for the Planet to help build the global skills to connect with a common future. He envisions a system of 250 hubs around the world that will support lifelong learning for global citizenship.

      A series of short in-person workshops will extended into six month programs. Participants will often engage in projects to mitigate or adapt to climate change. A project platform will give investors a view of all the global projects.

      While Luksha sees great invention opportunity (e.g., clean energy, sustainable cities), “We have enough answers; we need to spread knowledge.”

      Luksha sees a University for the Planet as key to creating a world that works for all of us. “It gives me hope that education can be one of the factors enriching and stewarding a global civilization.”

    • This is a reply to your post, Loran, but really a question for both you and Robin, or anyone else who would like to chime in. I am a consultant and an independent researcher based in Tokyo. Perhaps owing to my location (non-English-speaking), and the topics I am researching, I have developed the habit of reaching out to academics, and researchers who are associated with multiple institutions. I am not so much interested in the academic brand, as the quality and focus of the individual’s work. This seems ‘normal’ to me. (FYI, I reached out to Robin, in this way). What I encounter, now, and quite relentlessly in my local circle are ‘highly’ educated people (Harvard, MIT, LSE, etc.) for whom it would never occur to speak to a scholar outside their former institutional (learning collective). Topic/expertise is not relevant to this decision to exclude. Not only are they challenged to ‘think’ across disciplines, it simply does not occur to them that they could collaborate across institutional boundaries. Do you think this is a bi-product of collectivist learning experiences?

      • I think that one by-product of the hype over something like the US News List of Top Colleges and Universities and the hype over just how selective the top schools have become is that most admitted students feel pressured to ape the worldview pushed by the profs at these so-called elite schools. I am not sure very many young people these days appreciate the extent to which they are having their worldviews manipulated more than they are actually gaining a body of knowledge. Staying within the Cloister as you described means there is no upset to that tension. Someone who views himself as highly educated because of where they went to higher ed, instead of what they actually know and can bring to bear in life’s situations.

        • I would say, so, yes. Additionally, these vaunted academic brands are summoned to club down people with dissenting perspectives. On another level, too, I just think it is completely vulgar when people name drop their universities into every other sentence, and I notice that this is a common behavior among those who matriculate from certain schools. Frankly, I am REALLY enjoying current Epstein revelations in that we now have another context in which to summon they holy names, and to create new, and interesting associations and narratives.

    • This is a quote from an Education Research paper involving Malaysia, but this concept of Universal Love was a feature of the Hong Kong Citizenship curriculum the ChiComs forced on them after annexation. It also fits with how Tranzi OBE really works.

      In conclusion, this concept of universal love is appropriate and suitable for the diverse ethnic groups found in Malaysia, and a framework on the concept of universal love concept can be implemented to prevent youth from becoming involved with misconducts, social problems and the decay of moral values. Comprehension, attitudes and behaviours that adhere to the religious values can be the foundation and shield for multiracial youth from all walks of life. Additionally, the understanding of the concept of universal love is also very important in empowering youth through the aspect of morality and rationalityof romance.The findings of this study suggests that the understanding of the concept of universal love should be instilled within youths at their earliest age possible, from children to adolescent to adults by organizing camps, campaigns, roadshows, courses, seminars and workshops in schools and universities. In addition, sex education in schools should should also take into account the issues and matters concerning love or romance as it is one of the contributing factors that causes youth today to be engaged in premarital sexual relationships.Apart from that, modules on human development need to be updated more effectively so that the concept of universal love and intervention measures can be intensified to curb the problems of moral decay involving youth in society. It is hoped this study will help the government to develop a caring, proactive, innovative and skillful generation and thus achieve the goals of the National Youth Development Policy (DPBN). In conclusion, the understanding love based on the right track and values will be able to transform a rational and virtuous generation into a catalyst that will bring excellence to a brighter nation in the future.

  6. An outstanding example of a product of child-centered, progressive, change-the-world, social-engineered education is Greta Thunberg. Here is a video of her presentation at the UN https://www.wnd.com/2019/09/left-goes-ballistic-teen-climate-agitator-criticized/

    This article mentions how Dinesh D’Souza relates this event and imagery to Nazi propaganda in 1930s.

    What do parents send their kids to school for — to be childish mouthpieces for propaganda — or to become mature adults? It was noted by some comments to this story that Greta never takes questions, just rhymes off prepared statements.

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