Paul Ryan Reforms and Saves Medicare Benefits–Democrats Cut And Ration Medicare Benefits To Fund Obamacare, Affordable Care Act–Videos

Posted on August 16, 2012. Filed under: American History, Blogroll, Business, College, Communications, Economics, Education, Employment, Federal Government, Federal Government Budget, Fiscal Policy, government, government spending, Health Care, history, Inflation, Investments, Law, liberty, Life, Links, Macroeconomics, media, Medicine, People, Philosophy, Politics, Rants, Raves, Resources, Taxes, Video, Wealth, Wisdom | Tags: , , , , , , , , , , , , |

Paul Ryan explains how Obamacare cuts Medicare

Paul Ryan Addresses The Villages With His Mother  / Full Speech

Rep. Paul Ryan Gives Republican Response to State of the Union Address

Charlie Rose – Rep. Paul Ryan, Wisconsin (R)

The Facts of Ryan’s Medicare Plan 

National Review’s Rich Lowry Destroys MSNBC’s Rachel Maddow on Meet the Press 

Paul Ryan:  Hiding Spending Doesn’t Reduce Spending 

Ryan: Bring on Medicare Debate 

Rep. Paul Ryan Vs. President Obama 

Paul Ryan’s CPAC 2012 Keynote Address 

Paul Ryan’s Medicare Reform Explained 

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Charlotte Iserbyt–The Deliberate Dumbing Down of the World–Skull and Bones–Might is Right–The Quigley Formula–New World Order–Videos

Posted on August 1, 2012. Filed under: American History, Babies, Blogroll, Books, British History, Business, College, Comedy, Communications, Computers, Constitution, Corruption, Crime, Demographics, Documentary, Economics, Education, Employment, European History, Federal Government, Fiscal Policy, Foreign Policy, Freedom, Genocide, government, government spending, Health Care, High School, history, Immigration, Investments, Language, Law, liberty, Life, Links, media, Music, People, Philosophy, Photos, Politics, Programming, Psychology, Rants, Raves, Regulations, Resources, Strategy, Talk Radio, Tutorials, Video, War, Wealth, Weapons, Welfare, Wisdom, Writing | Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , |

George Carlin ~ The American Dream

Time Out: Charlotte Iserbyt – The Reagan Years

Charlotte Iserbyt – Deliberate Dumbing Down of the World

Charlotte Iserbyt served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America’s classrooms.

Charlotte Iserbyt: The Deliberate Dumbing Down of the World

Download Mrs. Iserbyt’s book, as well as other materials, on her websites:

http://www.deliberatedumbingdown.com
http://www.americandeception.com

Charlotte Iserbyt: The Miseducation of America Part 1-Full

The Miseducation of America – Part 2 (by Charlotte Iserbyt)

Charlotte Iserbyt Speaking At The Zombie Country Conference

Charlotte Iserbyt – Skull and Bones, The Order at Yale Revealed (Full)

Time Out Charlotte Iserbyt Part 1

Time Out Charlotte Iserbyt Part 2

charlotteiserbyt

Mind Control in Public Schools with Charlotte Iserbyt

State Of Mind delves into the abyss to expose the true agendas at work. This film reveals the secret manipulations at work and provides shocking and suppressed historical and current examples. From the ancient roots of the control of human behavior to its maturity in the mind control experiments of intelligence agencies and other organs of manipulation, State Of Mind reveals a plan for the future that drives home the dreadful price of our ignorance.

Alex Jones Movie (2013) State Of Mind The Psychology Of Control Full Version HD

Alex Jones Movie (2013) State Of Mind The Psychology Of Control Full Version HD: BUY THE DVD OR BLU-RAY SUPPORT THE DOCUMENTARY MAKERS http://www.infowarsshop.com/State-Of-…

State Of Mind: The Psychology Of Control, from the creators of A Noble Lie: Oklahoma City 1995, reveals that much of what we believe to be truth is actually deliberate deception. The global elites are systematically implanting lies into our consciousness to erect a “tyranny over the minds of men.” This film exposes the mind control methods being used to turn our once vibrant society into a land of obedient sheeple.
Are we controlled?
To what extent and by whom?
What does it mean for humanity’s future?
From cradle to grave our parents, peers, institutions and society inform our values and behaviours but this process has been hijacked. State Of Mind examines the science of control that has evolved over generations to keep us firmly in place so that dictators, power brokers and corporate puppeteers may profit from our ignorance and slavery. From the anvil of compulsory schooling to media and entertainment, we are kept in perpetual bondage to the ideas that shape our actions.

State Of Mind delves into the abyss to expose the true agendas at work. This film reveals the secret manipulations at work and provides shocking and suppressed historical and current examples. From the ancient roots of the control of human behaviour to its maturity in the mind control experiments of intelligence agencies and other organs of manipulation, State Of Mind reveals a plan for the future that drives home the dreadful price of our ignorance.

We are prepared for a new paradigm. Will we choose our own paths or have one selected for us? State Of Mind unveils the answers that may decide whether humankind will fulfil its destiny or be forever shackled to its own creation.

Inside the Academy: John Goodlad

John Goodlad is Professor Emeritus in the College of Education and co-founder of the Center for Educational Renewal at the University of Washington as well as President of the Institute for Educational Inquiry in Seattle. While he has previously held faculty positions at Emory University, the University of Chicago, and the University of California at Los Angeles, Goodlad first taught in a one-room, eight-grade school house in British Columbia, Canada. His experiences as a classroom teacher encouraged his later educational research examining grading procedures, curriculum inquiry, the functions of schooling, and teacher education. Recognized for his distinguished contributions to educational renewal, Goodlad drew national attention and spurred research efforts on school improvement through his award-winning book, A Place Called School (1984). Honored for his life-long commitment to universal education as a mainstay of democracy, Goodlad has received numerous awards and honorary degrees including the Harold W. McGraw, Jr. Prize in Education (1999), the first Brock International Prize in Education (2002), and the John Dewey Society Outstanding Achievement Award (2009). Having authored or edited more than three dozen books, 200 articles in scholarly publications, and 80 book chapters and encyclopedia entries, Goodlad’s more recent publications include: In Praise of Education (1997), Education for Everyone: Agenda for Education in a Democracy (2004), and Romances with Schools: A Life of Education (2009).

Dewey meets Goodlad

Goodlad’s goals of school

“Teaching as if Democracy Matters,” by John Goodlad

John Goodlad lecturing at UCLA 1/20/1968

Charlotte Iserbyt: Societies Secrets

“Her father and grandfather we members of the infamous Skull & Bones Society at Yale University in New Haven, Connecticut.

“Charlotte Iserbyt is the consummate whistleblower! Iserbyt served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America’s classrooms. Iserbyt is a former school board director in Camden, Maine and was co-founder and research analyst of Guardians of Education for Maine (GEM) from 1978 to 2000.

She has also served in the American Red Cross on Guam and Japan during the Korean War, and in the United States Foreign Service in Belgium and in the Republic of South Africa. Iserbyt is a speaker and writer, best known for her 1985 booklet Back to Basics Reform or OBE: Skinnerian International Curriculum and her 1989 pamphlet Soviets in the Classroom: America’s Latest Education Fad which covered the details of the U.S.-Soviet and Carnegie-Soviet Education Agreements which remain in effect to this day. She is a freelance writer and has had articles published in Human Events, The Washington Times, The Bangor Daily News, and included in the record of Congressional hearings.”

Antony Sutton – The Order of Skull and Bones [Brotherhood of Death]

Anthony C. Sutton

Antony Sutton-1976 Lecture (Full Length)

Norman Dodd On the hidden agenda for world government

Hidden Agenda Norman Dodd 1 of 6

G. Edward Griffins circa 1982 landmark interview of Norman Dodd, chief investigator for the Reece Committee, charged with the duty to ferret out the anti-American activities of non-profit, tax-exempt foundations.

Hidden Agenda Norman Dodd 2 of 6

Hidden Agenda Norman Dodd 3 of 6

Hidden Agenda Norman Dodd 4 of 6

Hidden Agenda Norman Dodd 5 of 6

Hidden Agenda Norman Dodd 6 of 6  

Rare Carroll Quigley interview – 1974 (Full Interview)

Carroll Quigley on Western Civilization 1/7

Carroll Quigley on Western Civilization 2/7

Carroll Quigley on Western Civilization 3/7

Carroll Quigley on Western Civilization 4/7

Carroll Quigley on Western Civilization 5/7

Carroll Quigley on Western Civilization 6/7

Carroll Quigley on Western Civilization 7/7

 

 

Professor Carroll Quigley, Bill Clinton’s mentor at Georgetown University, authored a massive volume entitled “Tragedy and Hope” in which he states: “There does exist and has existed for a generation, an international network which operates, to some extent, in the way the radical right believes the Communists act. In fact, this network, which we may identify as the Round Table Groups, has no aversion to cooperating with the Communists, or any other groups, and frequently does so. I know of the operations of this network because I have studied it for twenty years and was permitted for two years, in the early 1960s, to examine its papers and secret records. I have no aversion to it or to most of its aims, and have, for much of my life, been close to it and to many of its instruments. I have objected, both in the past and recently, to a few of its policies, but in general my chief difference of opinion is that it wishes to remain unknown, and I believe its role in history is significant enough to be known.”

“The powers of financial capitalism had another far reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements, arrived at in frequent private meetings and conferences…”

“The apex of the system was the Bank for International Settlements in Basle, Switzerland, a private bank owned and controlled by the worlds’ central banks which were themselves private corporations…”

“The growth of financial capitalism made possible a centralization of world economic control and use of this power for the direct benefit of financiers and the indirect injury of all other economic groups.” Tragedy and Hope: A History of The World in Our Time (Macmillan Company, 1966,) Professor Carroll Quigley of Georgetown University

“The Council on Foreign Relations is the American branch of a society which originated in England (RIIA) … [and] … believes national boundaries should be obliterated and one-world rule established.” Dr. Carroll Quigley

“As a teenager, I heard John Kennedy’s summons to citizenship. And then, as a student, I heard that call clarified by a professor I had named Carroll Quigley.”President Clinton, in his acceptance speech for the Democratic Party’s nomination for president, 16 July 1992

Read the full book “Tragedy and Hope” here:
http://www.archive.org/stream/TragedyAndHope/TH_djvu.txt

The Quigley Formula – G. Edward Griffin lecture

“Quigley” is the late Carroll Quigley, a Council on Foreign Relations member and historian, as well as mentor to CFR and Trilateral Commission member Bill Clinton. The lecture is based around the following quote from his book Tragedy & Hope, pp. 1247-1248:

“The National parties and their presidential candidates, with the Eastern Establishment assiduously fostering the process behind the scenes, moved closer together and nearly met in the center with almost identical candidates and platforms, although the process was concealed as much as possible, by the revival of obsolescent or meaningless war cries and slogans (often going back to the Civil War)….The argument that the two parties should represent opposed ideals and policies, one, perhaps, of the Right and the other of the Left, is a foolish idea acceptable only to the doctrinaire and academic thinkers. Instead, the two parties should be almost identical, so that the American people can “throw the rascals out” at any election without leading to any profound or extreme shifts in policy. … Either party in office becomes in time corrupt, tired, unenterprising, and vigorless. Then it should be possible to replace it, every four years if necessary, by the other party, which will be none of these things but will still pursue, with new vigor, approximately the same basic policies.”

NWO, Secret Societies & Biblical Prophecy Vol 1 (Revised)

Charlotte Thomson Iserbyt

“…Charlotte Thomson Iserbyt is an American freelance writer and whistleblower who served as a Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education during the first term of U.S. President Ronald Reagan, and staff employee of the US State Department (South Africa, Belgium, South Korea).[1][2][3] She was born in 1930[4] and attended Dana Hall preparatory school and Katharine Gibbs College in New York City, where she studied business.[5] Iserbyt’s father and grandfather were Yale University graduates and members of the Skull and Bones secret society.

She is known for writing the book The Deliberate Dumbing Down of America. The book claims that changes gradually brought into the American public education system attempt to eliminate the influences of a child’s parents (religion, morals, national patriotism), and mold the child into a member of the proletariat in preparation for a socialist-collectivist world of the future.[3] She alleges that these changes originated from plans formulated primarily by the Andrew Carnegie Foundation for the Advancement of Education and Rockefeller General Education Board, and details what she says are the psychological methods used to implement and effect the changes.[3]

In an interview[2] concerning secret societies and the elite agenda she disclosed that in the early 1980s she had a chance to meet with Norman Dodd who had been the chief investigator for the United States House Select Committee to Investigate Tax-Exempt Foundations and Comparable Organizations commonly known as the B. Carroll Reece Committee. In the video she claims that Dodd discussed a ‘network’ of individuals including Carnegie who planned to bring about world peace by means of rapid changes in society. These changes would be brought about by involving the populace in various wars and military conflicts. She further claimed that Dodd had discussions with Rowan Gaither, the president of the Ford Foundation in which he revealed that directives from the President of the United States compelled foundations related to the Ford Foundation to direct their funding into bringing about the merger of the USA with the Soviet Union.[6][7][8]

Filmed interviews of Iserbyt have her detail her story that lead her from school board trustee/administrator to becoming a Ronald Reagan administration staff in the U.S. Department of Education, and discovering further to her complete disbelief how these policies of a socialist-collectivist nature originated all the way to President Reagan, Vice President George H. W. Bush, and their policy advisers.

Up until 1960 Reagan, a leading member of United World Federalists (whose purpose was to merge America into a world government), was a charter member of Americans for Democratic Action. Reagan was also a member of the National Advisory Council of the American Veterans Committee[10] that was supposedly “under communist influence.”

Not listening to warnings provided to her in a book about Ronald Reagan (as California Governor, written by United Republicans of California (UROC)) given to her by friend, Iserbyt dismissed the seemingly outrageous claims made in the book a short time prior to her accepting and leaving for the government position. 1982 Reagan relieved her of her duties after leaking an important technology grant for computerized learning–Project BEST: “Better Education Skills through Technology”[11] brought about by the scholarly writings and a large study by an education specialist named Dr. John I. Goodlad at the Center for Educational Renewal at the University of Washington originally from British Columbia, Canada.[12] One book Iserbyt was critical of was “Schooling for a Global Age” edited by Charlotte C. Anderson, James M. Becker, Institute for Development of Educational Activities, New York 1979, that Iserbyt cited as having less to do with fostering learning and mainly to do with psychological manipulation of students possibly against the teaching of the child’s parents, for example, in arts classes.[13]

Parents and the general public must be reached also. Otherwise, children and youth enrolled in globally oriented programs may find themselves in conflict with values assumed in the home. And then the educational institution frequently comes under scrutiny and must pull back.

Dr. John I. Goodlad, Schooling for a Global Age-1979

And again later…

Enlightened social engineering is required to face situations that demand global action now… Parents and the general public must be reached also, otherwise, children and youth enrolled in globally oriented programs may find themselves in conflict with values assumed in the home. And then the educational institution frequently comes under scrutiny and must pull back.

Dr. John I. Goodlad, “Guide to Getting Out Your Message,” National Education Goals Panel Community Action Toolkit: A Do-It-Yourself Kit for Education Renewal (September 1994); 6.[14]

Through her father Charlotte Iserbyt was able to gain possession of the complete listings of the members, living and dead, of the Yale University Skull and Bones secret society, fashioned into a three-volume set: living members, deceased members, and complete listing of both[citation needed]. She cooperated in the writing of Dr. Antony C. Sutton’s book America’s Secret Establishment – The Order of Skull & Bones by providing the list of members obtained from her father.[15]

Fifteen Yale juniors are invited to join the Skulls each year in a process called “tapping”. A couple of thousand Yale graduates have been Skulls–WASP males from wealthy Northeastern families: Bush, Bundy, Cheney, Dodge, Ford, Goodyear, Harriman, Heinz, Kellogg, Phelps, Pillsbury, Rockefeller, Taft, Vanderbilt, Weyerhaeuser and Whitney were among its membership.

Iserbyt believes that the Bavarian Illuminati hid inside the Freemasons, and that the Skull and Bones Secret Society is derived from these Illuminati-degree Freemasons from Bavaria whose goals were documented in an original edition 1798 book Proofs of Conspiracy by John Robison in Iserbyt’s possession that she claimed was originally owned by the first president of the United States of America, Freemason, George Washington. The ideas of a ruling elite date back prior to Plato’s writings about the hierarchical plutocracy. Among the goals of the Order of the Illuminati were to destroy religions, and governments from within, merge the destroyed countries, and to bring about a one world government, a new world order, in their secret control.[16][17]

In the secret societies interview she states that virtually all of the Carnegie Foundation agreements with the Russian education system were still in place, as well as the U.S. Department of Education programs that Iserbyt claims brought about the downfall of American prosperity since the turn of the century, especially post World War II.[citation needed] …”

http://en.wikipedia.org/wiki/Charlotte_Thomson_Iserbyt

 

A Portrait of John Goodlad

Mark F. Goldberg

From his early days as a teacher in rural Canada to his eminent status today, John Goodlad has been crafting an agenda for constructive school renewal.

The acknowledged leader of educational renewal, John Goodlad has been at the vortex of every wind that has blown across education since World War II—holding firm to the basic ideas of humanism and progressivism. From the 1970s, when he took a stand against the behavioral objectives movement, to the early 1990s, when he opposed America 2000, Goodlad has steadfastly adhered to the wisdom of Alfred North Whitehead and John Dewey.

From Whitehead, he took the notions of “romance, rigor, application,” that is, embrace a compelling idea, examine and refine it with great rigor, and apply it to your work. From Dewey, he learned the concepts of progressive education, what might now be called constructivism, and the practice of applying theory with seriousness of purpose and intellectual power.

At 74, the slim, energetic Goodlad is professor of education at the University of Washington, Director of the Center for Educational Renewal, President of the Institute for Educational Inquiry, and former long-time dean of the Graduate School of Education at UCLA. The Nongraded Elementary School (1959) and A Place Called School (1984) are his most well-known books. As celebrated as he is today, however, Goodlad mused that to understand him, you must return to an era that is very different from today, to the Great Depression.

Growing Up in Rural Canada

Goodlad grew up during hard economic times in a rural Canadian town 2,500 feet up the side of a mountain overlooking Vancouver. His memories of childhood, nevertheless, are happy ones—of hiking in the mountains, fishing in the streams, picking fresh huckleberries, sleigh-riding in the snow, and, in his words, watching “the marvelous northwest summer come on so quickly and vigorously.”

As a boy, Goodlad did not spend much time thinking about higher education, for very few people went to the university in his day. “The university was something remote, and those who went weren’t fully trusted by the common man,” he said. His parents had only an elementary school education, but were certainly literate. His mother played the organ in church, and he remembers her walking to school to get his books when he was ill. Goodlad’s father wrote poetry and had a literary bent. Sadly, he contracted influenza during the great epidemic of 1918–1920 and died when young John was just 16.

Goodlad’s teenage years were a time when things flattened out economically. The vast majority of people had very little; in high school, he knew only one boy who owned a car. A good student, Goodlad had always envisioned teaching as “something I wouldn’t mind doing. It would be nice to say I was driven powerfully to education, but the truth of the matter was you didn’t have any choices.” Neither of his two older brothers went to college, and there was no way Goodlad could get to the university either.

At that time, however, Canada allowed students to matriculate for a fifth year of high school (senior matriculation) plus one year of normal school to qualify for a provisional teaching certificate in an elementary school. Goodlad completed these studies and attained a position in a one-room schoolhouse in a farming community not far from Vancouver. At that time, Goodlad told me, you were hired as a teacher if you were male and athletic, on the grounds that you could keep order in the classroom and live independently. It was a sexist world, he reflected.

Exploring the Boundaries of Teaching

Goodlad taught in a small room with 34 children scattered across eight grades, planning and teaching an average of 56 lessons every day. With very few books or instructional supplies, he felt fortunate to have three walls of chalkboard space. “At the end of each day,” he said, “I filled these spaces with instructions to pupils in eight grades and seven subjects.” The nongraded school concept had its genesis at this one-room school, where Goodlad also experienced the regulations of schooling that so often get in the way of teaching and learning.

Fate next took Goodlad to a graded elementary school where the routines of schooling continued to dominate daily practice. When crowded conditions forced him to relocate his classroom to a church, Goodlad was free to experiment with dismantling some of the encumbrances of traditional schooling. Unable to maintain the pace of managing 56 periods a day, Goodlad stumbled upon a way to integrate grades and subject matter when he had the custodian build a sand table for his class. “I created a very progressive environment,” he explained. “With a great big sand table…. I integrated history, geography, art, reading, and other subjects as well as broke down all of the grade lines.” Often in his career, Goodlad drew on this experience when he examined the nongraded elementary school and techniques for crossing subject lines.

Gathering Ideas, Shaping a Vision

Gradually, Goodlad began to further his education. During the summer he attained permanent certification at Vancouver’s Victoria College. He liked many of the classes he took, particularly radio script writing and others that had no direct connection to pedagogy. “I don’t think I was aware of the relationship between degree-getting and position-getting,” Goodlad told me, “but I became aware at some point that a degree was in the works.”

From 1943 to 1947, several important events occurred in Goodlad’s life. First, he became the director of education at the Provincial Industrial School for Boys, a place where youngsters, Goodlad recalled, “were incarcerated for everything from incorrigibility to murder.” Here, he learned the power of the environment to shape young people, a notion of culture that went against the conventional wisdom of the time and is still not fully accepted today.

Goodlad completed both his bachelor’s and master’s degrees at the University of British Columbia. Now married to Evalene Pearson, he began applying to graduate schools in the United States and Canada. Up until then, Goodlad had not spent a continuous period of residence in a university. Leaving behind everything he and Evalene had grown up with took a lot of courage, much of which Goodlad attributes to his wife. With her help and encouragement and with eight years of hard teaching experience behind him, Goodlad raced through the University of Chicago to a Ph.D. in three years.

Chicago operated not by course credits but, rather, by the examination process, so Goodlad—who was well versed in how to work by day and write and study late at night and on weekends— quickly passed his exams and wrote a dissertation on nonpromotion. His investigation found that the practice frequently had no helpful consequences for the student.

During this time, Goodlad also began a long relationship with Ralph Tyler—first a mentor and later a close friend. He learned to appreciate what he called Tyler’s “incredible ability not to tell you a darn thing, but to ask you a few questions and to help you reach a completely clear conclusion.” From Tyler, he also learned to respect extremely careful preparation and to expect high standards of intellectual competence from himself and valued colleagues in their work in education.

Viewing the School as a “Cultural Entity”

Up to this time, all of Goodlad’s teaching had been in Canadian schools. Deciding that he needed to know something about U.S. schools, he accepted a job with the Atlanta Area Teacher Education Service, an innovative attempt to work with hundreds of teachers who, like Goodlad, had gone to normal school, were teaching, but didn’t have degrees. A collaborative effort between the University of Georgia and Emory University, this service helped many teachers earn full degrees. Goodlad spent two years assisting teachers with college courses and, at age 29, was named the head of Emory University’s Division of Teacher Education.

During the mid- and late-50s, Goodlad continued his teaching and administration at Emory and then at the University of Chicago, finding time to start a family and to publish several books and articles. The Elementary School (1956) and The Nongraded Elementary School (1959)—two books that Goodlad co-authored—were among the most influential education books of this period.

In 1960, Goodlad began his quarter-century association with UCLA, where he served first as a professor and director of the lab school and, later, for 16 years as dean of the Graduate School of Education. Goodlad was seeking to have more association with schools, and the lab school was particularly appealing. It was a fairly representative school, not an elite school for the faculty and a few other families, as were many lab schools around the country. “The combination to head the lab school at UCLA and the professorship was very compelling,” Goodlad told me, for many reasons, not the least of which was the need to move to a better climate for the health of one of his children.

More and more, Goodlad began to focus his work and the work of the university on the school as a “cultural entity.” In the 1960s and ’70s, most of the work on schools was focused on the individual student or the individual teacher. It is a mistake, Goodlad fervently believes, to look at “the individual mosquito instead of looking at the mosquito pond.” The school is a serious and complex ecosystem, and, to bring about change, teachers need to understand how that entire system works, the complex weave of the entire fabric. As Goodlad expressed it:

We address teacher education reform, we address curricular reform, we address teaching reform, we address restructuring—but we rarely address the school as a total entity. We don’t prepare teachers for school, but for classrooms.

In the 1970s, Goodlad’s was often a lonely voice, crying out to see each school as a unit of change. Visitors, as many as 5,000 in a single year, came to the UCLA lab school, said that it was wonderful, and then lamented, “We have no way of doing that back home. There’s no climate for change there.” Goodlad’s habitual response was to advise them to involve their principal, superintendent, and community; to look carefully at their own culture; and then to build an agenda for change.

Goodlad consistently opposed what he calls “the behaviorist excesses” of the time, especially those that narrowed the teaching role into a stimulus-response model. Even the late Madeline Hunter, whom Goodlad had brought in to be principal of the lab school in 1962, joined the behaviorist camp, said Goodlad. Hunter did much to correct some of the misapplied progressive methods in the lab school, and late in her career went to great lengths to distance herself from strict behaviorism, as did other talented educators whom Goodlad had debated for more than a decade.

Inventing a Program for Change

I pressed John Goodlad to summarize what he has stood for over the years, to envision what he would do if he were given a school to renew. His first response was indirect: a rousing cheer for Ted Sizer’s commitment to the autonomy of the single school:

Sizer has been remarkably successful at managing to convince people that there is no one model. Every one of the schools in the Coalition is different but all share some fundamental principles.

After some prodding and my promise not to identify this as a definitive list, Goodlad agreed to talk about some important things he would do. “First, you have to train people in how to carry on a serious educational conversation.” For example, on a topic like grade retention, you gather all the relevant data on the issue and ask, “What’s a better way?” At the University of Washington, Goodlad and his colleagues work with associates to learn how to ground their conversation in defensible arguments, how to make decisions and formulate actions, and, finally, how to appraise the consequences of their actions.

A second feature of an effective change program, said Goodlad, is an agenda. Without one, reform breaks down. It’s fine to study the situation, to ask questions, to do a simple inventory of what is worthwhile and what is problematic about a school. But, warned Goodlad, “It is a terrible mistake to go to your community blank.” The agenda can include a list of principles about which you feel strongly, or it can be a simple inventory of the local situation, but reform will descend into rancorous fighting, he cautioned, if it is based on a group of people expressing their pet peeves.

All successful reform is based on a compelling agenda. The Coalition of Essential Schools, Howard Gardner’s work, and the Center for Education Renewal, for example, are testimony to this fact. People need to buy into the agenda, Goodlad advised. They can then elaborate the agenda and even make interesting and serious changes, but there must be some template at the outset of sufficient complexity and promise to engage people.

Finally, Goodlad talked about the necessity of long-term and abiding commitment on the part of the staff. Too many change programs last only as long as one or two key people are interested. Goodlad cited instances where superintendents told him of their commitment and soon after applied for other jobs. The superintendent, the principal, and teachers are the initial key players in this effort. Almost no school can or should get a new staff. “The idea is not to restructure schools but to renew them,” Goodlad urged, a process that takes many hours of serious conversation.

After engaging in a dialogue, the staff can sit down and examine the work of Madeline Hunter, Ted Sizer, James Comer, and others and then decide what each can contribute to the agenda. The university can provide assistance if requested, but the emphasis is always on renewal and not on what Goodlad called “parachuting stuff in” that the school doesn’t need.

Charting a Personal Agenda

At this stage of his life, John Goodlad has no intention of slowing down. “We are entering the 10th year of a 15-year agenda at the Center for Educational Renewal,” he explained. “We have developed a strategy for change that’s based on more than a quarter of a century of research and other experiences, and we have managed to get people to buy into that voluntarily: the National Network for Educational Renewal.” With 16 settings in 14 states, the network is committed to the intense training of educators in the techniques of renewal, respect for the uniqueness of each school, and the simultaneous renewal of schools and teacher education. The network is now undergoing dramatic growth involving 25 colleges and universities, nearly 100 school districts, and more than 250 partner schools.

Goodlad continues to emphasize the importance, in a democratic society, of making it comfortable for schools to go beyond the custodial functions, the regulations, and other barriers that so bedeviled him in his first year of teaching. In fact, his eight years in Canadian public schools led to his belief that college educators who have a practical background can be the link between research and practice that is essential to overcoming these classroom obstacles to innovation. Goodlad has developed these and other concepts in his most recent book, Educational Renewal: Better Teachers, Better Schools (1994).

While planning an agenda for himself well into the next century, Goodlad does understand the stage of life that he has reached. Now is the time to write even more, to make the agenda for renewal ever clearer and more accessible, he told me. Paraphrasing Dewey’s words of 70 years ago, Goodlad reflected, “What the researcher in education must do is to get immersed in the complex phenomena, then withdraw and think about the issues.” Goodlad is thinking about them and for the rest of his career will continue his life’s work in school renewal.

http://www.ascd.org/publications/educational-leadership/mar95/vol52/num06/A-Portrait-of-John-Goodlad.aspx

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Individuals–Yes, Collectivists–No, Dissent–Yes, Racism–No, Life–Yes, Abortion–No, Ballots–Yes, Bullets–No–We The People Want Faith, Hope, Charity and Courage!

Posted on March 25, 2010. Filed under: Blogroll, Communications, Economics, Education, Employment, Federal Government, Fiscal Policy, government, government spending, Health Care, history, Law, liberty, Life, Links, media, Medicine, Monetary Policy, People, Philosophy, Politics, Psychology, Rants, Raves, Regulations, Religion, Talk Radio, Taxes, Video, Wisdom | Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , |

 “The story of the Athenians in the time of Pericles suggests that the creation and survival of democracy requires leadership of a high order. When tested, the Athenians behave with the requied devotion, wisdom, and moderation in large part because they had been inspired by the democratic vision and example that Pericles had so effectively communicated to them. It was a vision that exalted the individual within the political community; it limited the scope and power of the state, leaving enough space for individual freedom, privacy, and the human dignity of which they are a crucial part. It rejected the leveling principle pursued by both ancient Sparta and modern socialism, which requires the suppression of those rights. By reqarding merit, it encouraged the individual achievement and excellence that makes life sweet and raises the qualtiy  of life for everyone. Above all, Pericles convinced the Athenians that their private needs, both moral and material, required the kind of community Athens had become. Therefore, they were willing to run risks in its defense, make sacrifices on its behalf, and restrain their passions and desires to preserve it.”

~Donald Kagan, Pericles of Athens and the Birth of Democracy, page 273.

“Courage is going from failure to failure without losing enthusiasm.”

~Winston Churchill

 

Glenn Beck – Slap Us In The Face Then Smile

Glenn Beck – American Revival Tour This Saturday In Orlando

The collectivists in the United States are primarily progressive radical socialists of the Democratic Party led by President Barack Obama.

These progressive radical socialists have crammed down an Obama Care law that the vast majority of the American people who are satisfied with their health insurance plan and/or medical care are opposed to by a significant majority.

Camp Floor Statement Against the Democrats’ Trillion Dollar Health Care Bill

ECONOMIC COLLAPSE under obama budget

The use of the power of the state or the Federal Government to force the American people to buy  mandated health insurance plans or face fines and taxes collected by the Internal Revenue Service is both unconstitutional and un-american.

The progressive radical socialists of the Democratic Party know the American people are angry and outraged with the Obama Care law.

The progressive radical socialists fear the American people.

The progressive radical socialists fear is well founded.

The progressive radical socialists fear has resulted in an attempt by them to shut the American people up by calling any dissent or opposition to the Obama Care bill–racism that will lead to violence.

The irony is that the Federal funding of abortions through subsidies that go to pay for health insurance plans that cover abortions as basic medical care kills the unborn child–racism and violence of unprecedent magnitude–evil.

The Obama Care bill is aimed directly at blacks, hispanics and the poor  to assist women in killing their unborn children–black, hispanic and poor genocide or democide–death by government.

The majority of the American people oppose the Federal government funding of  abortions, either directly or indirectly through subsidies to those who cannot afford health insurance plans. 

 A Presidential Executive banning the funding of abortions using Federal funds is not the law and can be rescinded at any time and does not have to be implemented. An Executive Order is just words on a piece of paper. The killing of thousands of black, hispanic and poor unborn babies continues daily–mass murder.

Obama Supports Planned Parenthood (Racist Planned Parenthood Organizaton)

Using the power of the state or Federal government to fund abortions is in fact modern day eugenics that was in the past and is now largely supported by those that are truly racist elitists at heart–progressive radical socialists.

The next time a progressive radical socialist of either the Democratic or Republican party asserts that opposition to the Obama Care law is racist and will lead to violence, just tell them to take a look in the mirror and go visit a Planned Parenthood abortion center in black, hispanic and the poor  neighborhoods of their city or the nation’s capital, Washington D.C.–America’s killing fields and concentration clinics.

Abortion and Black Genocide (Barack Obama and the Negro Project)

Margaret Sanger, Planned Parenthood’s Racist Founder

Planned Parenthood Exposed (Exposed!)

http://www.youtube.com/watch?v=apLjGQnTVg8

 

John Hunter speaks about Maafa 21

Maafa 21–Videos

 

Hannity Exposes Planned Parenthood Fraud in Aurora, IL

 

Watch this video in a new windowPlanned Parenthood Exposed – New Undercover Video

 

 

The American people now know and understand that the progressive radical socialists of the Democratic Party lead by President Barack Obama are today’s racists and killers of the most defenseless Americans– the unborn child and sick mature adults needing medical care and treatment.

The cuts in Medicare that will soon surpass over trillion dollars per year will directly result the deaths of hundreds of thousands if not millions of Americans that will not get the care and treatment they need in a timely manner.

Any American now receiving Medicare or the baby-boom generation that will in the next twenty-five years be relying on Medicare,  should vote all of the progressive radical socialists of both the Democratic and Republicans out of office in the next five elections.

The life you save may be your own or your child’s or grandchild’s baby.

When the progressive radical socialists must daily use lies and false charges of racism and violence against those who disagree with what they did, you know that fear and panic has set in among the progressive radical socialists.

Throw these progressive radical socialist out of office and power by using the ballot box in November and for the next ten years.

Whatever you decide to do, do not be baited into resenting them or using their tactics of lies and false accusations or even violence to respond.

If you do this, know this is exactly how the progressive radical socialists want you to respond.

This is the loser’s  game.

Vote the progressive radical socialists out of office and out of power.

Banish them to the private sector and let them make a living there, if they can.

Athens was the first republic or democracy.

Athens lost Peloponnesian War when Persia (Iran,) became allies and supported  Sparta. Although defeated in war the Athenians eventually recovered from their defeat and ousted both the Four Hundred oligarchs and The Thirty Tyrants in Athens that were backed by Sparta.

America has been at war with Iran supported by the Soviet Union now Russia for over thirty years, despite the efforts of both Republican and Democratic administrations to deny or play down this fact.  The Iranians use proxies to kill Americans and their allies both Britain and Israel.

Iran – The Mother of Modern Islamic Terrorism

America can ill afford a President who  appeases the Iranian regime instead of supporting the vast majority of Iranians  who demonstrate and risk their livies daily to replace the current political regime with a truly fairly elected and  representative government.

Michael Ledeen: Bring Down the Iranian Regime

The American people will not willing let their own representative republic be replaced by the modern day  equivalent of what Sparta imposed on Athens, the Four Hundred oligarchs and The Thirty Tyrants–the czars or commissars surrounding President Obama and the Congressional Progressive Caucus.

The progressive radical socialist goals are socialized medicine or a Federal Government monopoly over health care with a single payer being the Federal Government and amnesty for the over thirty million illegal aliens living and working in the United States with comprehensive immigration reform and a pathway to citizenship.

Progressive Caucus: No Compromise On Health Care

 

Grijalva on Public Health Care Option

Velazquez on Public Health Option

Public Option Off the Table?

Fabian Socialist Causus (CPC) – ‘All or Nothing’ – Lynn Woolsey

 

I.O.U.S.A. Bonus Reel: Social Security+Medicare Projections

Comprehensive Immigration Reform for America’s Security and Prosperity Act of 2009 (CIR ASAP)

Obama Double Talk, Caught In A Lie, Illegals and Healthcare Health Care, Immigration Reform Fox

 

The vast majority of the American people oppose both socialized medicine and amnesty for illegal aliens no matter what lies or words are used to describe Obama Care and Comprehensive Immigration Reform.

The vast majority of the American people want to keep their current health insurance plan, doctor and privacy and want limited legal immigration and illegal alien removal and deportation to their country of origin–immigration law enfocement.

The time has come to cleanup the House of Representatives, the Senate and The Executive Branch and vote out of office and power the progressive radical socialists that are wrecking the United States economy, destroying jobs, and killing the American Dream by creating dependency upon the state or government instead of individual self-reliance and achievement.

The progressive radical socialists are for social justice or stealing the American people’s  hard earned money by government taxation, regulation, force and coercion so that the progressive radical socialists can give the taxes and property stolen from the American people to their political friends and supporters such as ACORN and SEIU. Stealing is stealing now matter what you want to call it and how you accomplish it.

President Obama is the leader of this gang of corrupt crooks or progressive radical socialists.

Vote the progressive radical socialists out of office and power and punish them by putting them in jail where they truly belong!

Pericles speaking of the earlier Athenians  said they were the first to establish democracy by:

“believing the liberty of all to be the strongest source of harmony, by sharing with each other the hopes that arose from their shared dangers they had freedom of soul in their civic life. They used the law for honoring the good and punishing the evil. For they thought that it was the way of the wild beast to be ruled by one another by force, but that men should decide justice by law, to convince by reason, and to serve these two in act by submitting to the sovereignty of law and the instruction of reason.”

~Lysis, Funeral Oration 17-19.

 

“Moral excellence comes about as a result of habit. We become just by doing just acts, temperate by doing temperate acts, brave by doing brave acts.”

~Aristotle

 

Background Articles and Videos

17. The Peloponnesian War, Part I

18. The Peloponnesian War, Part I (cont.)

19. The Peloponnesian War, Part II

20. The Peloponnesian War, Part II (cont.)

Conversations with History: Victor Davis Hanson

War and Democracy in Ancient and Contemporary Middle East

Peloponnesian War

The Peloponnesian War, 431 to 404 B.C., was an ancient Greek war, fought by Athens and its empire against the Peloponnesian League, led by Sparta. Historians have traditionally divided the war into three phases. In the first phase, the Archidamian War, Sparta launched repeated invasions of Attica, while Athens took advantage of its naval supremacy to raid the coast of the Peloponnese attempting to suppress signs of unrest in its empire. This period of the war was concluded in 421 BC, with the signing of the Peace of Nicias. That treaty, however, was soon undermined by renewed fighting in the Peloponnese. In 415 BC, Athens dispatched a massive expeditionary force to attack Syracuse in Sicily; the attack failed disastrously, with the destruction of the entire force, in 413 BC. This ushered in the final phase of the war, generally referred to either as the Decelean War, or the Ionian War. In this phase, Sparta, now receiving support from Persia, supported rebellions in Athens’ subject states in the Aegean Sea and Ionia, undermining Athens’ empire, and, eventually, depriving the city of naval supremacy. The destruction of Athens’ fleet at Aegospotami effectively ended the war, and Athens surrendered in the following year.

The Peloponnesian War reshaped the Ancient Greek world. On the level of international relations, Athens, the strongest city-state in Greece prior to the war’s beginning, was reduced to a state of near-complete subjection, while Sparta became established as the leading power of Greece. The economic costs of the war were felt all across Greece; poverty became widespread in the Peloponnese, while Athens found itself completely devastated, and never regained its pre-war prosperity.[1][2] The war also wrought subtler changes to Greek society; the conflict between democratic Athens and oligarchic Sparta, each of which supported friendly political factions within other states, made civil war a common occurrence in the Greek world.

Greek warfare, meanwhile, originally a limited and formalized form of conflict, was transformed into an all-out struggle between city-states, complete with atrocities on a large scale. Shattering religious and cultural taboos, devastating vast swathes of countryside, and destroying whole cities, the Peloponnesian War marked the dramatic end to the fifth-century-B.C. golden age of Greece.[3]

…”

http://en.wikipedia.org/wiki/Peloponnesian_War

Congressional Progressive Caucus

The Congressional Progressive Caucus (CPC) is the largest caucus within the Democratic caucus in the United States Congress with 83 declared members, and works to advance progressive issues and positions.[1]

The CPC was founded in 1991 and currently has more than 80 members. The Caucus is co-chaired by Representatives Raúl Grijalva (D-AZ) and Lynn Woolsey (D-CA). Of the 20 standing committees of the House, 11 are chaired by members of the CPC.

The Congressional Progressive Caucus (CPC) was established in 1991 by six members of the United States House of Representatives: Representatives Ron Dellums (D-CA), Lane Evans (D-IL), Thomas Andrews (D-ME),Peter DeFazio (D-OR), Maxine Waters (D-CA), and Bernie Sanders (I-VT). Then-Representative Bernie Sanders was the convener and first. The founding members were concerned about the economic hardship imposed by the deepening recession, and the growing inequality brought about by the timidity of the Democratic Party response at the time.

Additional House representatives joined soon, including Major Owens (D-NY), Nydia Velázquez (D-NY), David Bonior (D-MI), Bob Filner (D-CA), Barney Frank (D-MA), Maurice Hinchey (D-NY), Jim McDermott (D-WA), Jerrold Nadler (D-NY), Patsy Mink (D-HI), George Miller (D-CA), Pete Stark (D-CA), John Olver (D-MA), Lynn Woolsey (D-CA), and Nancy Pelosi (D-CA).

The CPC’s founding statement of purpose states that it was “organized around the principles of social and economic justice, a non-discriminatory society, and national priorities which represent the interests of all people, not just the wealthy and powerful”. The founding members underscored that the Cold War was over, and that the nation’s budget and overall priorities should reflect that. They called for cuts in outdated and unnecessary military spending, a more progressive tax system in which wealthy taxpayers and corporations contribute their fair share, a substantial increase in federal funding for social programs designed to meet the needs of low and middle-income American families, and trade policies that increase the exports of more American products and encourage the creation of well-paying jobs and sound investment in America. They also expressed their belief that those policy goals could be achieved in concert with a commitment to long-term fiscal responsibility. …”

http://en.wikipedia.org/wiki/Congressional_Progressive_Caucus

 

Congressional Progressive Caucus

Phone :202-225-5871
URL: Website

 Progressive Caucus (Democratic) (PC-D)'s Visual Map
 
 
 
 
 

  • Radical caucus of nearly six-dozen members of the House of Representatives
  • Until 1999, worked in open partnership with Democratic Socialists of America

The Progressive Caucus is an organization of Members of Congress founded in 1991 by newly-elected House Representative Bernie Sanders (Independent-Vermont), who is a self-described socialist.

As of April 2007, the Progressive Caucus included Sanders (who became a U.S. Senator in 2006), Senator Sherrod Brown of Ohio, and 69 members of the House of Representatives, all of them leftist Democrats and almost all in districts heavily gerrymandered to guarantee the re-election of any Democratic Party incumbent, no matter how extreme.

On November 11, 1999, the Progressive Caucus drafted its Position Paper on economic inequality. It reads, in part, as follows: “Economic inequality is the result of two and a half decades of government policies and rules governing the economy being tilted in favor of large asset owners at the expense of wage earners. Tax policy, trade policy, monetary policy, government regulations and other rules have reflected this pro-investor bias. We propose the introduction or reintroduction of a package of legislative initiatives that will close America’s economic divide and address both income and wealth disparities. … The concentration of wealth is a problem because it distorts our democracy, destabilizes the economy and erodes our social and cultural fabric.”

In order “to bring new life to the progressive voice in U.S. politics,” the Progressive Caucus has worked closely with Progressive Challenge, a project of the Institute for Policy Studies. Progressive Challenge is a coalition through which the activities and talking points of leftist groups are synchronized and harmonized with one another, producing coordinated, mutually-reinforcing propaganda from some 200 seemingly-unconnected groups.

In 2005 the Progressive Caucus crafted its “Progressive Promise” document, which advocates socialized medicine; radical environmentalism; the redistribution of wealth; higher taxes; the elimination of numerous provisions of the Patriot Act; dramatic reductions in the government’s intelligence-gathering capabilities; debt relief for poor countries; and the quick withdrawal of U.S. troops from Iraq. These measures, says the Progressive Caucus, would help “re-build U.S. alliances around the world, restore international respect for American power and influence, and reaffirm our nation’s constructive engagement in the United Nations and other multilateral organizations.”

Until 1999 the Progressive Caucus worked in open partnership with Democratic Socialists of America. After the press reported on this link, the connections suddenly vanished from both organizations’ websites.

As of June 2006, the following Members of Congress belonged to the Progressive Caucus: Neil Abercrombie; Tammy Baldwin; Xavier Becerra; Madeleine Z. Bordallo; Corrine Brown; Sherrod Brown; Michael Capuano; Julia Carson; Donna Christensen; William “Lacy” Clay; Emanuel Cleaver; John Conyers; Elijah Cummings; Danny Davis; Peter DeFazio; Rosa DeLauro; Lane Evans; Sam Farr; Chaka Fattah; Bob Filner; Barney Frank; Raul Grijalva; Luis Gutierrez; Maurice Hinchey; Jesse Jackson, Jr.; Sheila Jackson-Lee; Stephanie Tubbs Jones; Marcy Kaptur; Carolyn Kilpatrick; Dennis Kucinich; Tom Lantos; Barbara Lee; John Lewis; Ed Markey; Jim McDermott; James P. McGovern; Cynthia McKinney; George Miller; Gwen Moore; Jerrold Nadler; Eleanor Holmes Norton; John Olver; Major Owens; Ed Pastor; Donald Payne; Nancy Pelosi; Charles Rangel; Bobby Rush; Bernie Sanders; Jan Schakowsky; Jose Serrano; Louise Slaughter; Hilda Solis; Pete Stark; Bennie Thompson; John Tierney; Tom Udall; Nydia Velazquez; Maxine Waters; Diane Watson; Mel Watt; Henry Waxman; and Lynn Woolsey.

http://www.discoverthenetworks.org/groupProfile.asp?grpid=6497

 

Victor Hanson – Illegal Immigration Backlash

 

 

Flynt Leverett Debates Michael Ledeen on Iran Policy 3-3-10

 

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