SILENT WEAPONS FOR QUIET WARS
Will You Survive The Coming Financial Crash
8
© 2005 Kent Daniel Bentkowski
Because we are discussing public education, allow me to provide an example completely
within that context. We have already learned from our quote from Mr. O. A. Nelson above,
that the new math was designed to fail and teach nothing usable to the students within
real-world applications. The designed failure of new math created the crisis of an artificial
problem, as it would have been just as easy to implement a math system that actually
worked. Throughout the three stages of problem-reaction-solution, it is crucial that both
sides of the crisis are managed by the same people, some of who work as change-agents.
A change-agent is a person who leads a change project or business-wide initiative by
defining, researching, planning, and building support for the project. Change agents must
have the conviction to state the facts based upon data, even if the results are undesired.
All sorts of people are working as change agents for the new world order, where they are
demanding superficial changes based upon adherence to the NWO plan, being completely
unconcerned with the negative aspects of the initiative. A well-known example of a
change-agent is Henry Kissinger, who has worked behind the scenes in both government
and in groups such as the Council on Foreign Relations to bring about the world
government plan brought forth by those who I will refer to here as simply, the globalists.
Because the new math system was obtuse and difficult for the students to understand,
quite naturally, the State-level standardized test results would turn out to be a complete
disaster. So then, why was anyone surprised when the students started to display low
levels of math aptitude, as the years passed on into decades? Well meaning parents and
teachers, who were completely unaware of what had been done to the children o n
purpose, decided to revolt against the system, creating the requisite reaction that is
needed to fulfill the Hegelian equation.
Parents had become outraged, and rightly so.
T. H. Bell, when he was U.S. Secretary of Education (1981-1984) said:
"[We] need to create a crisis to get consensus in order to bring about change."
In the all-important second reaction phase, public outrage is fomented. The public
demands that something, anything, must be done to repair the system that has failed by
ingenious design. "What are you going to do about this problem?!" good-hearted people
demand. Unfortunately, what these well-intentioned people never realize is that problems
such as these are stage-managed, so the desired result can be easily manipulated into
existence. In the case of public education, the contrived solution arrived in the form of
something that came to be known as outcome-based education.
The solution offered to the problems created by the new math, dropping reading aptitude,
and similar problems in other subjects, has come to be known as outcome-based
education. The primary delivery methods of this education system were B. F. Skinner-
based tools disguised as modern education methods. Direct Instruction, Mastery Learning,
and Outcome-Based Education was the latest incarnation of Skinner's 1960's system of
Programmed Instruction. Skinner was a behaviorist-psychologist, and he is best known for
his Skinner Box experiment, which was based upon the concept of Operant Conditioning.
In Jennifer Bothamley's Dictionary of Theories (pg. 386), operant conditioning has been
described in the following manner:
