|Posted by Claire Toews on February 08, 2004 at 19:23:10:|
In Reply to: What is Happening to Our Kids? posted by Ibid on July 17, 2003 at 02:44:06:
> Today, we are witnessing an epidemic of children being prescribed a plethora of psychiatric drugs which have devastating side-effects, especially the newer antidepressants such as Prozac, Zoloft and Paxil. In addition, billions of tax dollars have been spent on Outcome Based Education (OBE) - psychological programs designed to de-emphasize academics, and instead focus on altering "behavior".
> These programs are cloaked under various magnanimous sounding names such as "self-esteem training," "values clarification," "conflict resolution," "moral reasoning" or "death education" to name a few. The truth is that these psychological based programs have in fact raped the minds of schoolchildren, leaving them mentally hazy, without a concept of what is right or wrong. None of these programs are any more than mental techniques designed to modify behavior--or more bluntly, alter beliefs.
> The violence we are witnessing in our schools and with our children is being created and we must look at the impact of behavior modification classes and psychiatric drugs on the increasing violent crime rate among children.
> In 1991, despite objections from many parents about OBE, school officials in Jefferson County Colorado adopted the Outcome-Based Education programs. However, "OBE" had become a bad name, and consequently Jefferson County school officials asked OBE guru William Spady not to use the term "outcome-based education" in billings for teacher training seminars, but rather list it as "teachers classroom practices."
> So what is Outcome Based Education?
> If there was ever an example of tyranny over the minds of children, it is what is being given to them in the name of education and "help" today, through thoroughly deceptive behaviorist tactics like Values Clarification. Through OBE, children and teenagers are manipulated and molded with the purpose of bringing about certain desired "outcomes." This process, in part, involves breaking down and subtly invalidating the child's already acquired values--and replacing them with the idea that there is no set right or wrong, only personal opinion. For the child the result can be, minimally, confusion and disorientation.
> According to William Kilpatrick, author of Why Johnny Can't Tell Right From Wrong, "feelings, personal growth, and a totally non-judgemental attitude" are emphasized. However, "...no time is spent providing moral guidance or forming character. The virtues are not explained or discussed, no models of good behavior are provided, no reason why a boy or a girl should want to be good in the first place.... They come away with the impression that even the most basic values are matters of dispute." In fact, the authors of the original 1966 text on Values Clarification stated, "It is entirely possible that children will choose not to develop values. It is the teacher's responsibility to support this choice also."
> In 1995, former Values Clarification adherent, Dr. William Coulson, Ph.D., stated, "...one of the effects of self-esteem Values Clarification [OBE] programs is that you are no longer obliged to tell the truth if you don't feel like it. You don't have to tell the truth because if the truth you tell is about your own failure then your self-esteem will go down and that is unthinkable."
> Another OBE program, Death Education, further damaged children by forcing them to focus on their own mortality: One student related the following story: "We had an English course in seventh grade junior high whose title was 'Death Education.' In the manual, 73 out of 80 stories had to do with death, dying, killing, murder, suicide, and what you wanted on your tombstone. One of the girls, a ninth grader, blew her brains out after having written a note on her front door that said what she wanted on her tombstone."
> A class of sixth graders were asked to play a "survival game" in which they were to decide which three people they should eliminate from the group, according to their age and contribution; in another class they were asked to write their own epitaphs or obituaries.
> Tom DeWesse of the American Policy Foundation, and an expert on the subject of OBE, told a Washington, D.C. press conference in 1995, about a 9-year-old boy who "...told his mother that he ranked lumberjacks in the same class as murderers and bigots after a Values Clarification class. These psychologically-bassed programs are harming children.... OBE is not education, it's mind control from womb to tomb."
> Beverly Eakman, author and executive director of the National Education Consortium, describes the impact of psychiatry and psychology on schools: "Psychiatry's and Psychology's clear and stated agenda has been to jettison systematic, academic, knowledge-based curricula in favor of psychological fare.... Then it got worse. What information youngsters did learn was actually harmful.
> Perhaps one need only look to the initial stages of behavioral "education" to fully understand our school systems and society today. G. Brock Chisholm, co-founder of the World Federation for Mental Health, set the stage for what would later come to be known as Outcome Based Education when he stated "If the race is to be freed from its crippling burden of good and evil it must be psychiatrists who take the original responsibility."
> Psychiatrist Chester M. Pierce, in addressing the 1973 Childhood International Education Seminar stated "Every child entering school at the age of five is insane because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity. It's up to you as teachers to make all these sick children well--by creating the international child of the future."
> Arm in arm, psychology and psychiatry have created that child of the future.