Progressive / Humanist Century, Part II

PROGRESSIVE / HUMANIST CENTURY, Part II
It is at the turn of the century that John Dewey starts to make his mark on public education. Born in Burlington, Vermont in 1859 to a typical blue-collar Christian family. He attended the University of Vermont at which time he began to reject his Christian upbringing. With a degree in philosophy he was strongly influenced by Charles Darwin (Origin of species/1859) and Clarence Darrow’s support of the theory of evolution. All which would later be the basis for his “progressive education” movement. Dewey’s theory was that “truth. . . .depended on the situation. When applied to moral decisions this philosophy is called situation ethics.” In other words, it could change as needed.

It was also during these years that Margaret Sanger, thanks to her relationships with Eugene Debs, the famed socialist leader, Emma Goldman an anarchist and militant feminist, and outspoken advocate Clarence Darrow, that she began to direct the birth control movement. She believed that immigrants were irresponsible breeders with feebleminded offspring. Among these were the immigrants from eastern and southern Europe, eastern Mediterranean and descendants from Africa (former black slaves). This is the background of the founder of Planned Parenthood Foundation. It is this mentality of eugenics that is the basis for the sex education courses in our public schools.

Having visited Russia during the Bolshevik ere John Dewey was greatly impressed with the communist education system and embraced the atheistic collectivism mentality. His mission going forward would be to transform this country and believed that education would be the vehicle for a “new social order.” Thus, making the United States the leading socialist nation of the “new world order”. As a prolific writer he did not hesitate to express his anti-religious views advocating for secular humanism.

Secular humanists are also known as free thinkers, rationalists, transcendentalists, realists, naturalists, modernists, communists, socialists, etc. They claimed that they could rationally figure out anything through science and therefore there was not a God to worry about. For them, the universe always existed and evolved on its own – not created by God. Dewey then extended this idea when he said that “there can be no God-given rights” which meant that the protection of individual rights under the US Constitution did not exist. Private property and ownership would have to give way to collectivism so everything would be equitable. To complete the circle of the “Humanist Manifesto” (August 3rd. blog), on June 18, 1963 the United States Supreme Court using the 1st Amendment on which to base it’s decision, declared that the use of the Bible in the public schools was “unconstitutional.”

Education was the vehicle of choice. Dewey was very aware that educated, prosperous, faith-based capitalists would not be easily swayed to take up the banner of communism. Rather it would take a few generations to implement communism within the field of education. An approach that has been strategically successful is the training of “legion of teachers and disciples to unleash on an unsuspecting nation” and its children. Today we have the powerful National Education Association (NEA). The strength of the NEA was demonstrated in the 1976 with the election of Democrat Jimmy Carter as President. He promised the NEA to establish the Federal Department of Education. Not wanting to embarrass the new president, the United States Congress supported the creation in 1979 of the Department of Education Organization Act.


Continued: Part III, No Child Left Behind to Common Core
JoAnn Windholz