Library > The Deliberate Dumbing Down of America

Charlotte Iserbyt [has] put together the most formidable and practical compilation of documentation describing the “deliberate dumbing down” of American children by their education system. Anyone interested in the truth will be shocked by the way American social engineers have systematically gone about destroying the intellect of millions of American children…

Mrs. Iserbyt has also documented the gradual transformation of our once academically successful education system into one devoted to training children to become compliant human resources to be used by government and industry for their own purposes…

The reader will find in this book a plethora of information that will leave no doubt in the mind of the serious researcher exactly where the American education system is headed.

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; legislators, and talented researchers with whom I have worked…

Since most Americans believe… 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…

Multiply the number of students by the per pupil expenditure… for a total K–12 budget per year of $293.7 billion dollars. If one adds the cost of higher education to this figure, one arrives at a total budget per year of over half a trillion dollars [in "1996 constant dollars"].

The desire by “resisters” to prove their case has been so strong that they have continued to amass—over a thirty- to fifty-year period—what must surely amount to tons of materials containing irrefutable proof, in the education change agents’ own words, of deliberate, malicious intent to achieve behavioral changes in students/parents/society which have nothing to do with commonly understood educational objectives. 

This… collection of research in book form, was put together primarily to satisfy my own need to see the various components which led to the dumbing down of the United States of America assembled in chronological order—in writing. Even I, who had observed these weird activities taking place at all levels of government, was reluctant to accept a malicious intent behind each individual, chronological activity or innovation, unless I could connect it with other, similar activities taking place at other times. This book… makes such connections…

People write important books about war: books documenting the battles fought, the names of the generals involved, the names of those who fired the first shot. This book is simply a history book about another kind of war: 

• one fought using psychological methods;
• a one-hundred-year war;
• a different, more deadly war than any in which our country has ever been involved;
• a war about which the average American hasn’t the foggiest idea. 

The reason Americans do not understand this war is because it has been fought in secret—in the schools of our nation, targeting our children who are captive in classrooms.

This war has, in fact, become the war to end all wars. If citizens on this planet can be brainwashed or robotized, using dumbed-down Pavlovian/Skinnerian education, to accept what those in control want, there will be no more wars. If there are no rights or wrongs, there will be no one wanting to “right” a “wrong.”
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Much of this book contains quotes from government documents detailing the real purposes of American education: 

• to use the schools to change America from a free, individual nation to a socialist, global “state,” just one of many socialist states which will be subservient to the United Nations Charter, not the United States Constitution 
• to brainwash our children, starting at birth, to reject individualism in favor of collectivism 
• to reject high academic standards in favor of OBE/ISO 1400/90007 egalitarianism 
• to reject truth and absolutes in favor of tolerance, situational ethics and consensus 
• to reject American values in favor of internationalist values (globalism) 
• to reject freedom to choose one’s career in favor of the totalitarian K–12 school-to-work/OBE process, aptly named “limited learning for lifelong labor,” coordinated through United Nations Educational, Scientific, and Cultural Organization. [UNESCO]

In particular I want to thank a handful of government officials who provided me with important documents. They must remain anonymous for obvious reasons.