The Deliberate Dumbing Down of America
Chapter 5

The Sick Sixties: Psychology and Skills


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The author begins this section by pointing out that presidents Eisenhower, Kennedy, and Johnson were the ones responsible for implementing a "lifelong control system… into all departments of government… under the guise of 'accountability to the taxpayers'." This started a focus on the group (ie, collectivism) over the individual. "Change agents" began modifying student behavior using an approved government program to "standardize (robotize) human beings" and put them "in general agreement with government policy and future planning for world government."

She goes on to say that the "most important piece of legislation to pass during Lyndon Johnson's administration" was the Elementary and Secondary Education Act, which funded many initiatives that contributed to the "deliberate dumbing down" of students and teachers, two of which specifically implemented behavioral science into the education system: BSTEP (Behavioral Science Teacher Education Program), and Pacesetters in Innovation, which listed almost 600 pages of behavioral modification programs to be used in schools.

"Many agencies and policy devices" had to be formed in order to bring this program into existence, and control shifted from local parents and their elected representatives to the federal government. Congressman John M. Ashbrook delivered a speech before the U.S. House of Representatives on July 18, 1961, in which he pointed out "this further bureaucratic centralization in Washington" and begged them, unsuccessfully, to reject the proposal.

In 1960, UNESCO's Convention Against Discrimination in Education was signed. This laid the groundwork for the United Nations to control American education.

Also in 1960, a paper entitled "Soviet Education Programs: Foundations, Curriculums, and Teacher Preparation" was published by the U.S. Department of Health, Education and Welfare, and the Office of Education, in which the authors speak of their intention to emulate Soviet education in America. A lengthy excerpt from this paper is provided, in which it is quite clear that its authors virtually worship the Soviet education system–both its methods and intentions, which include "a philosophy of education in which the authoritarian concept predominates,"[1] the teaching of Darwinian evolution to middle-schoolers, and "train[ing] youngsters for the Government’s planned economic programs and to inculcate devotion to its political and social system."
The paper's authors also discuss Soviet "plans are to bring all secondary school children into labor education and training experiences through the regular school program," the instilling of "Soviet patriotism" through "educational conditioning," and the use of Pavlov's "conditioned reflex theory" to "give Soviet teachers a classroom control that appears complete." They speak of the work of psychologists in the classroom, and the excerpt ends with the following:
Soviet educators define their system as an all-round training whereby youth can participate in creating the conditions for a socialist, and ultimately, Communist society. Such participation can become possible, they hold, only as students cultivate all the basic disciplines and only through a “steady rise in the productivity of labor”... which is linked closely with the educative process. School children and students are engaged in a total educational program which aims to teach all the same basic subjects, morals and habits in order to provide society with future workers and employees whose general education will make them socialist (Communist) citizens and contribute to their productivity upon learning a vocation (profession).

 In 1960, President Eisenhower's Commission on National Goals issued its final report, Goals For Americans, which "recommended carrying out an international, socialist agenda for the United States," and which the author says "may have marked the beginning of restructuring America from a constitutional republic to a socialist democracy."[2] She points out that it encourages a "type of participatory decision making called for by regional government—involving partnerships and unelected councils."

Also in 1960, the National Education Association's Department of Audio-Visual Instruction released a document entitled Teaching Machines And Programmed Learning. In a chapter about the teachings of B.F. Skinner, they discuss psychological techniques for behavioral manipulation using "reinforcement." "[O]ur techniques permit us to shape the behavior of an organism almost at will," they tell us.

In 1961, 

[1] The dictionary defines authoritarian as "favoring or enforcing strict obedience to authority, especially that of the government, at the expense of personal freedom."

[2] See the Analysis section, below, for a discussion of specific goals from this document.
Words are a weapon in modern warfare. Take, for instance, UNESCO's Convention Against Discrimination in Education. Who could ever be against discrimination? But, is it really about "discrimination," as you or I would define it? Absolutely not. Our definition would be that someone wants an education, but is being denied it. Their definition, however, means that "no child gets left behind." Why must everyone be included? Because there is no greater threat to mass brainwashing than one who has evaded it, or on whom it has been unsuccessful. They fear outliers, and people who think for themselves. They have, after all, spent the last hundred years crafting and implementing this program; they can't allow it to fail!

As we read in this chapter about the plans to emulate the Soviet practice of providing "labor education and training experiences through the regular school program," it is important to note that we have already implemented this here in the United States, under the guise of school-to-work programs. Instead of providing an education, the public school system provides workforce training, so that no student has the ability to think for themselves or rise above anyone else; instead, they can all sit next to one another as they fill the projected needs of workforce "partners." As the quotation above states: "School children and students are engaged in a total educational program which aims to teach all the same basic subjects, morals and habits in order to provide society with future workers and employees…"

Goals For Americans

This report, created for President Eisenhower in 1960, "recommended carrying out an international, socialist agenda for the United States" according to the author. You can  read it on (or download it) and see for yourself. We wish to point out that, according to the Preface, funding for the commission was provided by several organizations including the Ford Foundation, Carnegie Corporation, and the Rockefeller Foundation, which should raise eyebrows.

The author highlighted the following specific points. Keep in mind that "national goals" are goals intended to be pursued by "the nation," ie. the government.

  1.  "Equal rights" for "every man and woman," including the "right" to education, employment, home ownership, etc. While we can agree that these are great things, and that people should have them, only under Socialism/Communism can these be "rights" because each one requires forcefully taking property from one person and giving it to another
  2.  Under the heading "The Democratic Process," we read: "While stressing private responsibility, the Commission also forthrightly favors government action at all levels whenever necessary to achieve the national goals." This openly advocates against the limited powers of the federal government laid out in the Constitution! This section also advocates for drastically increased pay for top government employees, and for the president to have sole authority "to develop a true senior civil service." The problem is that "civil service is a collective term for a sector of government composed mainly of career civil servants hired on professional merit rather than appointed or elected… Civil servants work for central government and state governments, & answer to the government, not a political party."[1]
  3.  Under "Education," the paper calls for the doubling of federal education spending.
  4.  There is an entire section devoted to disarmament, which it says should be our ultimate goal. This would have one effect: to make our nation unable to defend itself against our enemies, who will not be disarming. This would also be an explicit violation of the Constitution, which imposes on Congress the duty to "provide for the common defense."[2]
  5.  In a section entitled "Less Developed Nations," we are told that "The success of the underdeveloped nations must depend primarily on their own efforts." The only thing truer than this would be to have said that their success depends entirely on their own efforts. Unfortunately, the chosen words were intended, as they are immediately followed by telling us that Americans "should assist by providing education, training, economic and technical assistance, and by increasing the flow of public and private capital," along with s specific goal of doubling the rate of economic growth for these other nations "within five years." This is nothing but "spreading the wealth," pure and simple.
  6.  There is also a section devoted to "A key goal" of "the preservation and strengthening of the United Nations." Simply put, this is another government–unelected!–placed above that authorized in our Constitution. This is treason, because, for one thing, it removes the representation from our representative form of government.
  7.  Finally, attached to this report was a pamphlet which described how to hold meetings on the goals, and to reach consensus. The author points out that the "consensus" describes in the pamphlet is actually "group dynamics," and that "[c]onsensus is not consent!" Project management consultant Manuel Mehring, on his blog, gives the following definitions:[3]

Consensus means: We are all of the same opinion.
Consent means no one has an objection.

After some thought, it becomes obvious that consensus is about collectivism, and consent is about individualism.


[1] Civil service ( <, accessed 2021-03-16.>

U.S. Constitution - Article 1 Section 8 ( <, accessed 2021-03-16.>

Consensus vs. Consent - or – how to reach group decisions efficiently ( <, accessed 2021-03-16.>
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