Utopian Alchemists: the Weaponizing of Our Public Education System

Our society is in trouble and – in large part – it is because we have lost the ability to think critically. As a society, we no longer understand the mechanics of how to evaluate the pros and cons of an issue to draw an informed conclusion as to what is the correct – or best – thing to do. Furthermore, I contend that this is the result of an intentional campaign to dumb-down the American public. So what is the vehicle of this campaign? Well, there is more than one, but the most important is the public school system. Yes, I am saying that our public education system has been turned into a weapon by which our children are intentionally turned into automatons for those who seek to design a socialist utopia.
George Orwell, one of these people who seek to create a socialist utopia, once said:

“Mankind is not likely to salvage civilization unless he can evolve a system of good and evil which is independent of heaven and hell.”

This is the driving force behind the secular humanist movement: to replace God with a man-made version of heaven on earth. In short, secular humanism is Man’s attempt to become God. Now, it is not the purpose of this post to explore secular humanism, but it is essential that we understand one of the most important motivating factors behind the thinking of most secular humanists is the notion that science can and will solve all of Man’s problems – thus eliminating the need to believe in God. For the most part, this is the force behind the notion that Man can create a utopia through purposeful manipulation of society:

“Since changes are going on anyway, the great thing is to learn enough about them so that we will be able to lay hold of them and turn them in the direction of our desires. Conditions and events are neither to be fled from nor passively acquiesced in; they are to be utilized and directed.

–John Dewey, father of modern American public education

This is essentially what eugenics was all about: the use scientific knowledge of DNA and animal breeding techniques to engineer “the perfect” human – or to at least “perfect” the species. Now, after eugenics was proven to lead to unspeakable horrors, these same people have turned to the “sciences” of psychology and sociology to create their utopian society through “education” (read: indoctrination). But this first requires the centralization of society, hence the push for collectivism common to all socialist ideologies.

“The great social adventure of America is no longer the conquest of the wilderness but the absorption of fifty different peoples.” [i.e. consolidating the States into a central society – and govt.]
–Walter Lippmann, Famed American journalist

Socialists throughout history have explained this ideology in many different ways:

“Why nationalize industry when you can nationalize the people?”
“Society’s needs come before the individual’s needs.”
“It is thus necessary that the individual should finally come to realize that his own ego is of no importance in comparison with the existence of the nation, that the position of the individual is conditioned solely by the interests of the nation as a whole.”
–Adolf Hitler
“The Fascist conception of the State is all-embracing; outside of it no human or spiritual values can exist, much less have value. Thus understood, Fascism is totalitarian, and the Fascist State — a synthesis and a unit inclusive of all values — interprets, develops, and potentiates the whole life of a people.”

“Fascism conceives of the State as an absolute, in comparison with which all individuals or groups are relative, only to be conceived in their relation to the State.”

“Against individualism, the fascist conception is for the State; and it is for the individual in so far as he coincides with the State, which is the conscience and universal will of man…”

–Benito Mussolini
“All our lives we fought against exalting the individual, against the elevation of the single person, and long ago we were over and done with the business of a hero, and here it comes up again: the glorification of one personality. This is not good at all.”
–Vladimir Lenin
“The education of all children, from the moment that they can get along without a mother’s care, shall be in state institutions at state expense.”
–Karl Marx
“Education is a weapon, whose effect depends on who holds it in his hands and at whom it is aimed.”

–Josef Stalin

But, you say, all of these men were foreign – not Americans. Enter one of the most important people in our modern public education system, John Dewey. John Dewey is said to have made this comment:

“Children who know how to think for themselves spoil the harmony of the collective society which is coming where everyone is interdependent.”

Dewey supporters say that they cannot source this comment, but he apparently did say this:

“Anyone who has begun to think, places some portion of the world in jeopardy.”

And this, which is essentially the same thing as the spirit of the quote in question:

“The good society was, like the good self, a diverse yet harmonious, growing yet unified whole, a fully participatory democracy in which the powers and capacities of the individuals that comprised it were harmonized by their cooperative activities into a community that permitted the full and free expression of individuality.”

These words embody the spirit of collectivism: a personification of a collection of people as though they are one organism. The problem with this idea is: it does not occur in nature! There is no such thing as a collective. It occurs nowhere in nature: there is always a leader. And that is what the socialist purports to be: the leader of the society he/she envisions. And to this end, Dewey also said:

“The end justifies the means only when the means used are such as actually bring about the desired and desirable end.”

So, why is Dewey so important to the issue of our public education system? Once again, it is connected to the importance that others who shared his ideology have said about the use and purpose of public education in the formation of the society they envision:

“Give me four years to teach the children and the seed I have sown will never be uprooted.”
–Vladimir Lenin
“The education of all children, from the moment that they can get along without a mother’s care, shall be in state institutions at state expense.”
–Karl Marx
“It is the State which educates its citizens in civic virtue, gives them a consciousness of their mission, and welds them into unity.”

“At every hour of every day, I can tell you on which page of which book each school child in Italy is studying.”

–Benito Mussolini
“The governments of the great States have two instruments for keeping the people dependent, in fear and obedience: a coarser, the army; and a more refined, the school.”

“What is the task of higher education? To make a man into a machine. What are the means employed? He is taught how to suffer being bored.”

–Friedrich Nietzsche
“Education is a weapon, whose effect depends on who holds it in his hands and at whom it is aimed.”

–Josef Stalin

OK, I can already hear many readers telling me “So what? These quotes don’t mean anything to American public education.” OK, back to John Dewey, the father of America’s modern public education system. Dewey said this about the idea of secular humanism:

“The teacher is engaged not simply in the training of individuals, but in the formation of the proper social life…. In this way, the teacher always is the prophet of the true God and the usherer-in of the true Kingdom of God.”

Keep in mind, Dewey was an atheist who expressed a desire to eradicate religion. So, by what thinking does he say the teacher is the profit of this new “Kingdom of God” unless he is talking about secular humanism as a religion? And where does Dewey get off saying the teacher is there to “form the proper social life?” Well, we can find a hint in this comment by Dewey:

“I do not see how any honest educational reformer in western countries can deny that the greatest practical obstacle in the way of introducing into schools that connection with social life which he regards as desirable is the great part played by personal competition and desire for private profit in our economic life. This fact almost makes it necessary that in important respects school activities should be protected from social contacts and connections, instead of being organized to create them. The Russian educational situation is enough to convert one to the idea that only in a society based upon the cooperative principle can the ideals of educational reformers be adequately carried into operation.”

In other words, Dewey says education has to be more like that in Communist Russia (this was around the time of the Russian revolution) so as to break the traditional American social norms centered on individualism and the free market. Do you remember that quote attributed to Dewey that I said many Dewey supporters want to deny? These words reveal the motivation behind them: he saw their fathers as an obstacle to his goal of creating a “more desirable” society. Dewey connects his goal of a “more desirable society” through education with these words:

“The conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind.”

And with these words:

“Education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction.”

Dewey saw education as the path to creating this secular humanist society – just like those other well known communists, fascists and socialists. It is why Dewey said:

“I believe that the community’s duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.”

“I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.”

“Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth something hardly less than a revolution in teaching would be worked.”

“I believe that the teacher’s place and work in the school is to be interpreted from this same basis. The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.”

I want to take you back to this supposedly “fake” Dewey quote:

“Children who know how to think for themselves spoil the harmony of the collective society which is coming where everyone is interdependent.”

It may be that Dewey never said these exact words, but there can be no argument that the spirit of these words is exactly what Dewey believed. In the last quotes I posted – all of which can be accurately sourced – Dewey clearly tells us that he sees the school – not the family – as the primary means by which students should be “socialized.” And that the purpose of this “socialization” is “not the production of right answers,” but “to select the influences which shall affect the child.”  Now, just for a moment, stop and assume that Dewey is correct about everything he says.  Now ask yourself: “Who directs the teachers and other leaders of society in a world where the average person has grown up in such a system?”  Do you see why our politicians and leaders of our social institutions seldom send their children to public schools yet?

We must remember that Dewey believed the traditional American values of individual rights and liberty and of the free market are impediments to his ideal of the “more desirable” society. Given that many of his comments are in perfect agreement with those of men like Marx, Lenin, Hitler and Mussolini, and that Dewey praised the communist system of education for its ability to shape and support the State, we can only conclude that Dewey saw the American school system as the best means by which he could create his version of this ideal society.

Now that you understand Dewey was never concerned with “the production of correct answers,” but with the socialization of students to accept their place in a collective society directed by a ruling elite, step back and look at all the stories about the ills of our public school system and ask yourself this question:

“Do those stories suddenly make any more sense?”

OH!  And one more thing: in the event that you do not think any of this is a current threat, you might want to read Teaching Toward Freedom by William Ayres – yes, THAT Bill Ayres.  It reads almost EXACTLY like Dewey, and Ayres has been helping to set our public school curriculum for the last 12-15 years ;-)

More Recommended Reading:
Phooey on Dewey
Progressive Education in America
Chronology of the NEA

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