Defining Our Role in a Global Society
By Nancy Salvato (01/03/06)
“Keep your friends close, keep your enemies closer.” A political or military strategist understands that in order to win a debate or physical confrontation it is imperative to be able to anticipate any arguments or actions that any potential adversary may be planning. It is only in this way that the ultimate victor is able to stay ahead and maintain a position of power. Isolationism puts one in a position vulnerability; relying on defense not offense. Anticipating the next move is sound policy if one doesn’t want to be caught looking the other way.
Since the founding of this country, the United States has proven a power to be reckoned and as such has been able to maintain a higher standard of living despite the malevolence which ebbs and flows in the world around us. Strong leadership and civic responsibility allow us to maintain our way of life. But a Trojan horse, taking a variety of forms has been unleashed within our boundaries and is quietly working to eradicate the values and rule of law which have held our country together for over two centuries.
Often referred to as a fifth column, are people influencing public opinion through a variety of media and pushing an education agenda meant to undermine family values, principles of the US Constitution and promote membership in a secular world government. Some aiding and abetting our enemies are unknowing pawns in a game orchestrated by those believing in a society in which everyone is to be treated the same no matter what their differences. Others play a role in an agenda which would eradicate our form of government and replace it with an alternative which would not allow for Judeo Christian members of a society.
Antonio Gramsci, theorized in the “Prison Notebooks” that Christianity serves as a barrier to “the new, revolutionary civilization Marxists wish to create.” 1 Any overt attempt to break it down rallies together adherents who are poised to defend it. It is more effective to attack it subtly, “with the aim of transforming the society's collective mind gradually, over a period of a few generations, from its former Christian worldview into one more harmonious to Marxism.”2
Gramsci believed left wing groups; such as, radical feminists, extremist environmentalists, "civil rights" movements, anti-police associations, internationalists, and ultra-liberal church groups, would need to work alongside Communists to create a united front working for the transformation of the old Christian culture.
Furthermore, Communists and their sympathizers would need to gain control over “churches, education, newspapers, magazines, the electronic media, serious literature, music, the visual arts, and so on,” in order to direct human thought and imagination. 3 With these conditions in place, “serious opposition disappears since men are no longer capable of grasping the arguments of Marxism's opponents. Men will indeed "love their servitude," and will not even realize that it is servitude.”4
William Lind in, “What is Political Corrrectness?” explains that Marxism is making inroads into our society through a movement called Cultural Marxism, more widely referred to as “Political Correctness.” This began a century ago at the Institute of Social Research, or Frankfurt School; whose purpose was to save its founders from Western Civilization. Many of the school’s leaders taught in American universities after fleeing National Socialism in Germany.
He points out many parallels between Political Correctness and classical, economic Marxism; the first being that both ideologies are totalitarian. The goal of Cultural Marxism is to achieve “a society not merely of equal opportunity, but equal condition.”5 This vision contradicts human nature, “because people are different, they end up unequal, regardless of the starting point – society will not accord with it unless forced.”6 Political Correctness takes over freedom of speech, press, and thought.
Second, cultural Marxism and classical, economic Marxism have “single-factor explanations of history. Classical Marxism argues that all of history was determined by ownership of the means of production. Cultural Marxism says that history is wholly explained by which groups – defined by sex, race and sexual normality or abnormality – have power over which other groups.”7
Third, both “declare certain groups virtuous and others evil a priori, that is, without regard for the actual behavior of individuals. Classical Marxism defines workers and peasants as virtuous and the bourgeoisie (the middle class) and other owners of capital as evil. Political Correctness defines blacks, Hispanics, Feminist women, homosexuals and some additional minority groups as virtuous and white men as evil. (Political Correctness does not recognize the existence of non-Feminist women and defines blacks who reject Political Correctness as whites).”8
Fourth, “Economic Marxists, where they obtained power, expropriated the property of the bourgeoisie and handed it to the state, as the “representative” of the workers and the peasants. Cultural Marxists, when they gain power (including through our own government), lay penalties on white men and others who disagree with them and give privileges to the groups they favor. Affirmative action is an example.”9
Fifth, both use junk science methods of analysis to twist the evidence to illustrate “the correctness of their ideology in every situation.” Cultural Marxists use linguistic deconstruction to demonstrate that blacks, women, homosexuals, were oppressed, “by reading that meaning into words of the text (regardless of their actual meaning).”10
Islamofascists have also gained the understanding that it is easier to win over a people who are sympathetic to their cause than to directly threaten their way of life. In his piece, “Al Qaeda Dupes liberal Left into Fighting Jihad”, Frank Salvato explains that a letter written by Ayman al Zawahiri to Abu Musab al Zarqawi, makes it evident Zawahiri understands the importance of the effect of the media.
Examples in his prose include, “The Americans will exit soon,” and “The aftermath of the collapse of American power in Vietnam and how they ran and left their agents is noteworthy.” Salvato believes that Zawahiri “understands that by manipulating the media he can elicit the same outcome for this conflict as the North Vietnamese did at the end of the Vietnam War. In fact, he is counting on it.”11 Furthermore,
“Playing directly into his hands is the anti-war movement in the United States and abroad. They call for an end to hostilities, for troops to come home, never understanding that those who are waging jihad have no intention of doing the same. While the anti-war left, promoted by the mainstream elitist media, is calling for a de-escalation the radical Islamist jihad, al Qaeda, is recruiting. It couldn’t be clearer that the anti-war left in this country – and around the world – is doing Zawahiri’s bidding, whether consciously or unconsciously.”12
The damage wrought by the 5th column is not irreversible but we must recognize it for what it is so that it can be pushed back. One way would be to disallow foreign precedent when determining the meaning of the Constitution. Chief Justice Roberts believes that foreign precedent expands the discretion of judges and “allows the judge to incorporate his or her own personal preferences, cloak them with the authority of precedent, because they're finding precedent in foreign law, and use that to determine the meaning of the Constitution” which is a misuse of precedent.13 Domestic precedent can confine and shape the discretion of the judges. Most recently, the Supreme Court used foreign precedent when deciding Roper v. Simmons on the juvenile death penalty.14
In education, there is a very deliberate agenda bringing about a new social order. It began in 1915 when John Dewey’s colleague, Charles Judd of the Cleveland group, urged members to reorganize the materials of instruction in schools; signaling the beginning of the “credentialing process” used to control education.15
In the 1930s, John Dewey (honorary president of the NEA) was quoted as saying the democratic ideal is only possible with the surrender of Christianity. Willard Givens (executive secretary of the NEA) said, “A dying laissez-faire must be completely destroyed and all of us, including the ‘owners,’ must be subjected to a large degree
of social control. ... An equitable distribution of income will be sought. ... [And] the major function of the school is the social orientation of the individual. It must seek to give him under-standing of the transition to a new social order.”16
In the 1940s, the NEA promoted the “Building America” social studies texts, later condemned by a California Senate Investigating Committee on Education, “for its subtle support for Marxism or socialism contrary to American values.” Eventually, Social studies curriculum broke away from “the traditional dominance of history, geography, and civics.”17
NEA Journal editor Joy Elmer Morgan uses the phrase, “The United Peoples of the World,” and discusses, “a world organization’s or world government’s need for an educational branch, a world system of weights and measures, a world police force, and other agencies.”18 He believed that, “At the very top of all the agencies which will assure the coming of world government must stand the school, the teacher, and the organized profession.”19
The NEA played a significant role in the United Nations Education, Cultural and Scientific Organization’s, an international agency for education, founding. UNESCO members, “assume an obligation to revise the textbooks used in their schools.”20 The duty of each member nation is “to see to it that nothing in its curriculum, courses of study, and textbooks is contrary to UNESCO’s aims.”21
Although for many years the United States declined membership because it didn’t agree with its goals, it has recently rejoined UNESCO. The official reason is because:
UNESCO’s mission and programming reflect and advance a wide range of U.S. interests. For example, UNESCO manages the “Education for All” program, which promotes universal basic education and literacy. This initiative advances U.S. educational goals worldwide and closely parallels the U.S. “No Child Left Behind” program.
UNESCO advocates education that promotes tolerance and civic responsibility. This is a key to building democracy and combating terrorism.
UNESCO helps countries protect their natural and cultural heritage. It promotes adoption of sound scientific standards. These efforts are important in maintaining a healthy balance between continuity and imperatives for change.
UNESCO promotes press freedom and independent media, essential foundations of democracy.
UNESCO brings countries together to address issues that have significant implications for the future, such as bioethics and cultural diversity. The United States intends to be a full and active participant in these deliberations.22
NEA official William Carr suggested teaching, “attitudes which will result ultimately in the creation of a world citizenship and world government. ... We cannot directly teach loyalty to a society that does not yet exist, but we can and should teach those skills and attitudes which will help create a society in which world citizenship is possible.”23
The NEA “cartelized public school education under its own cartel, known as the National Council for Accreditation of Teachers Education. The NEA controls the education and hiring of teachers.24
In the l970s, Gloria Steinem is quoted in the Saturday Review of Education, ‘“By the year 2000 we will, I hope, raise our children to believe in human potential, not God.”25 In the same edition, NEA President Catherine Barrett pronounced that “Dramatic changes in the way we will raise our children in the year 2000 are indicated, particularly in terms of schooling.”26 She continues, “We will need to recognize that the so-called ‘basic skills’, which currently represent nearly the total effort in elementary schools, will be taught in one-quarter of the present school day.”27 Only then can the teacher “rise to his true calling. More than a dispenser of infor-mation, the teacher will be a conveyor of values, a philosopher. ... We will be agents of change.”28
Terry Herndon, NEA’s executive director built it into a powerful union to be able to, “tap the legal, political and economic powers of the U.S. Congress. We want leaders and staff with sufficient clout that they may roam the halls of Congress and collect votes to re-order the priorities of the United States of America.”29
By the end of the l970s, Jimmy Carter established the U.S. Department of Education “as a fulfillment of his campaign promise to the NEA to gain its endorsement of him in 1976.”30
In 1999, the NEA gave first lady Hillary Clinton its “Friend of Education” award. Mrs. Clinton advocated, “expanding the role of the public schools to provide services ranging from day care in early childhood to contraception in adolescence. Her controversial book, It Takes a Village, describes her educational philosophy—children belong, not to parents, but to the whole community.”31
Recognizing the need to break the monopoly of public education over the quality of services and values imparted to our students, conservatives began to advocate free market ideas to improve education. The NEA condemned charter schools as “having been seized on by right wing forces as a wedge to break up and resegregate education and prepare the way for privatization.”32
NEA President George Fischer is on record as saying, “Most teachers who have gone through the training process have had their values “clarified” so that they believe they should not promote the imposition of a particular morality upon their students.”33
The public school system is imposing humanistic moral relativism by teaching “it’s your choice” situation ethics.34 Only by allowing for school choice in education can parents be assured that their children’s schools will impart the kind of values that Fr. James Thornton believes they should be learning.
Children and youths should be introduced to such bedrock concepts as honesty, decency, virtue, duty, and love of God and country through the lives of authentic national heroes — men like George Washington, Nathan Hale, John Paul Jones, and Robert E. Lee.
Similarly, they will better be able to retain civilized values and maintain healthy minds if they are encouraged to learn to love their cultural inheritance through great literature, poetry, music, and art. Parents must demand from their children the upholding of the morals, manners, and standards of their ancestors.
In school, the young must be required to adhere to high standards of scholarship. Most importantly, traditional religion must be an integral part of daily living.”35
The fifth column is threatening our very existence. It is literally aiding and abetting our enemies in their quest to undermine our cultural inheritance by promoting a secular agenda and allowing minority values and beliefs to be legitimized while marginalizing those held by the majority in this country. It has had the added effect of demoralizing our military while it serves to protect us from those physically attacking our way of life. This flies in the face of every dream that our founders had for our country. What would those who fought for freedom have us do…define our role in a global society or allow our enemies to define it for us?
15, 16, 17, 18, 19, 20, 21, 23, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34 The Grab for Power A Chronology of the NEA
http://www.cwfa.org/brochures/nea.pdf
11, 12 Al Qaeda Dupes Liberal Left into Fighting Jihad
http://therant.us/staff/fsalvato/war_on_terror/10142005.htm
1, 2, 3, 4, 35 Gramsci's Grand Plan
http://www.thenewamerican.com/tna/1999/07-05-99/vo15no14_gramsci.htm
13, 14 The Journal Editorial Report Lead Story
http://64.233.167.104/search?q=cache:kl5mdOm2Ho4J:www.pbs.org/wnet/journaleditorialreport/091605/transcript_leadstory.html+%22Supreme+Court%22+%2B+%22Foreign+law%22+%2B++precedence&hl=en
22 The United States Rejoins UNESCO
http://www.amb-usa.fr/USUNESCO/FS_UNESCO.pdf
5, 6, 7, 8, 9, 10 What is “Political Correctness”?
http://www.freecongress.org/PC_Essays/B_Intro_and_chapter_one.pdf
Copyright © Nancy Salvato 2006
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