Rebuilding America's Inner Compass

Rebuilding America’s Inner Compass The Overhaul of American Education From the Ground Up The Perspective suggests that following America’s War of Independence, the clique of families---partnering with the betraying Eastern Establishment of the wealthiest American families---stood behind and controlled a number of un-American universities and preparatory schools, all organized to reject the principles of the American Revolution, undermine the U.S. Constitution, the U.S. government, American education, and to groom its treasonous, morally-compromised, and incompetent clique minions to infiltrate and infest all key American institutions. These corrupting institutions of learning include Yale, Harvard, Princeton, Columbia, Brown, Cornell, Dartmouth and University of Pennsylvania. Later additions were John Hopkins, University of Chicago, University of Michigan, and Stanford, among others. (review pages 68-77 of Perspective). A sure “tell” of the clique grooming process at work was, and still is, American youth traveling to London for “education” at Oxford, the London School of Economics, and in the Rhodes Scholars program. The Perspective suggests that the clique of families expanded its takeover and subversion of American education in the first decade of the 1900s through the machinations of the Carnegie Endowment, the Rockefeller Foundation, and the Guggenheim Foundation (review Chapter One---pages 4-81 of the Perspective). The clique of families has had one hundred years to completely infiltrate American education, alter and falsify American and world history, insert curricula and teaching methodologies that intentionally impede learning, and create a stultifying environment that sabotages the vision, creativity, and solidarity of the next American generations. Running parallel to this concealed clique scheme to sabotage American education is the clique’s concealed psychological warfare to disempower our next generations by saturating them with available and affordable heroin, cocaine, Ecstasy, and other substances, from the clique’s global narcotics trade and subject them to sensory overload of ever-increasing, morally-disorienting and sociopathic “entertainment content”. Clique-controlled American education, along with the clique-controlled American media and the clique-controlled American entertainment industry, became the clique’s propaganda and psychological warfare branches that constructed and have maintained the high wall of false reality that surrounds the American people. In doing so, the clique attempted to create a mass psychosis in the minds of the American public; in effect, a severe mental disorder in which thought and emotions are so impaired that contact is lost with external reality. The net effect was to substantially damage the inner compass of the American people through the concealed, gradual infiltration of bribed and coerced clique minions who manage the high wall of false reality and, thereby, massively violate the American people. 1 Our U.S. military is the only reliable American institution to undertake the urgent task of identifying and purging all minions from these clique branches of propaganda and the psychological warfare waged on the American people. The top level of clique minions in American education are members of the clique’s Israeli Trojan Horse apparatus. The next level to be purged are those individuals who maintain the clique-designed structural impediments to learning, including the corrupt, misdirecting faculty associations, accreditation agencies, associations representing curricula and teaching methodologies, and the entirely fraudulent research infrastructure and research publications that have marginalized and weakened the teaching function, now left primarily to disempowered adjunct faculty and teaching assistants who are treated like corporate temporary workers in terms of compensation and status. Defining the Inner Compass of the American People and Its Connection with American Education Institutions of education of any society, in the best cases, hold and project the inner compass of those societies; becoming the repository of the ideals, the core beliefs that provide vital direction, and the sense of solidarity to sustain themselves under the most adverse conditions. This inner compass of any society must have a shared narrative as its cornerstone, which reinforces the personal identity of its members. Neil Postman, in his THE END OF EDUCATION (1996), provides an excellent insight into the importance of a "great narrative" as a fundamental necessity of any society, community, or group. All such narratives, according to Postman: “…….tell of origins and envision a future, a story that constructs ideals, prescribes rules of conduct, provides a source of authority, and, above all, gives a sense of continuity and purpose…..one that has sufficient credibility, complexity, and symbolic power to enable one to organize one's life around it…….one that provides people with a sense of personal identity, a sense of a community life…..Our genius lies in our capacity to make meaning through the creation of narratives that give point to our labors, exalt our history, elucidate the present, and give direction to our future.” The last thing the clique wants is for America’s next generations to have the solidarity that comes from a shared narrative of their origins and vision for their future. What existing school, college or university in the U.S. offers such a narrative that approaches the power described by Postman? Certainly, in an earlier era, there were many learning institutions in the U.S. that were founded on strong religious narratives, but in contemporary times, what shared narratives are left? And, if a narrative is missing, could this be a clue to the moribund condition of many educational institutions in America? Could this be a clue to the extraordinary drop out rate in American high schools? Could this be a clue to the unrequited spiritual yearnings of many students in contemporary higher education? And, could this be a clue to the entrenched self- absorption and conspicuous consumption that is the acknowledged trademark of 2 American society? When, for example, schools do not provide a shared narrative for their students, is it really a surprise to see alternative narratives emerge around gangs, MTV, the celebrity culture, trendy, brand-oriented, commercial advertising, as well as unauthentic narratives fabricated by the mainstream media and the entertainment industry? If gangs can have a perceived shared narrative; if MTV can project a shared narrative; if the celebrity culture can reflect a shared narrative; and if the corporate world, through massive annual advertising expenditures can generate alternative narratives that motivate their audiences, why is American education sitting on its hands with no narrative that grips the next generation? And, why does the academic community resist helping its students to develop their own authentic shared narratives? A sad commentary about the American school system is the debate about character education. Some claim that character, ethics, morality, and the like, are missing in much of today's youth and must be taught in the schools as if these concepts can be transformed into academic subject matter. Following conventional logic, character education can then, in accordance with principles of the scientific method, be broken down into its “elements” and defined accordingly, in the hope of personal internalization. But, Postman would say that students have to be moved first by a shared narrative---from religious and other organizations, from parents, from mentors, from somewhere-----to provide the foundation for good character. And, absent a compelling narrative, no series of classroom presentations is going to suffice as a substitute. Why? Because only by developing his or her own shared narrative can each student acquire the internalized power to move to a higher purpose and let go of self-absorption and apathy. There is little doubt that American society and American education in the early 21st century are adrift, disoriented and are in a state of ominous degeneration. For American education to become the inner compass of American society, it must take the lead in revitalizing and refining the original great narrative about America (see pages 449-457 and 855-864 of the Perspective). Within that original American great narrative, the American principles reflected in the Declaration of Independence and the U.S. Constitution embody an evolutionary advance of our species by rejecting the predatory and stultifying world of feudal life. We believe that American education must safeguard that advance and become our inner compass to expand that advance of a global social intelligence that deepens our spiritual bonds to each other and to our planet. American education is capable of becoming an inner compass for our society when—at the middle, high school and college levels—it connects its distinct and unconnected academic disciplines to real-world settings where theory and application meet; where knowledge is deepened; where student perspective is broadened; and ultimately, where American education connects with our times, instead of succumbing to inward-looking, intentionally distracting academic trends. This inter-connectivity of American education to our times will make it possible for our American society, and particularly our next generations, to understand and reverse this deepening social and economic degeneration that marks our

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