This blog is a tribute and memorial to the life of my dear friend, O. Jerome (Jed) Brown. The writings posted here are the articles that he published in his newsletter, The Traditional Educator. His theme was the art of teaching versus psychological conditioning, the nobility of the former and the wanton destructiveness of the latter.

Jed campaigned for the office of the Superintendent for Public Instruction in the State of Washington in 1992 and 1996. His platform was to return public education back to the traditional knowledge-based disciplines of learning; to save our school system, teachers, children, families and scociety from the disaster of the "education reform" mandated by HB 1209, our state's version of outcome based education.

In 1993 Jed led a group of concerned parents and teachers in an effort to repeal HB 1209. Had Referendum 47 succeeded, the disastrous WASL test requirement would never have seen the light of day.

In 1995 Jed researched, wrote and co-produced a 4-part video series, "The People vs The Educational Confederacy: Educational Restructuring on Trial" with Katie Levans of Tacoma, WA. If you want to know who is responsible for "education reform," this 2-hour video production lays it all out.

On September 6, 2009 Jed Brown passed away.

Please join me in "Remembering Jed."

1994 Maltby Meeting

Cursor down to the bottom of the page for six video clips of Jed's remarks addressing Education Reform legislation, Outcome-based Education, Behavioral Conditioning and Curriculum.

Monday, December 28, 2009


By O. Jerome (Jed) Brown, August 1995

Education for the New International Social Order is organized under the Complex Life Role of Family Member. This Life Role, however, is not restricted to membership in a traditional nuclear family. The definition of “Family Member” is expanded to include not only the nuclear family, but also the community or “urban village” and the global family of the New World Order.

The Determinants of the Family Member Organizer are Collectivism, Communitarianism and Pacifism. It is through the activities and processes that emanate from these Determinants that children shall be conditioned to behave in accordance with the group norms rather than individual inclinations and to feel involved in the participatory structure of the New World Order.

As an aid to understanding, it is necessary to revisit the theories of Karl Marx. One theory of particular significance is Marx's Theory of Alienation. As may be remembered from the May edition of this publication, Marx calculated that all things have an economic foundation, that the very wealthy elite, by controlling the means and relations of production, oppress the masses, or workers, of the world. Marx further postulated that the masses, as a result of oppression, would begin to feel more and more alienated or isolated. This alienation, according to Marx, would eventually become so great that the masses would revolt against the elite oppressors and create a truly classless society. This revolution would bring an end to the elite class.

The elite do not wish to lose control. It, therefore, becomes easy to see that Marx, in formulating his theory, identified the great dilemma of the elite. This very real dilemma is summed up in the question, “How do we (the elite) maintain control over the masses, oppress them for our gain, and at the same time keep them from feeling so alienated or isolated that they revolt against us?” The first half of the equation is child's play for the elite. By virtue of their wealth, they simply set about constructing a New International Economic Order and a New International Governmental Order. These two new orders maintain the elite's control and create a slave work force for their multinational corporations. However, the second half of the equation is considerably more difficult. These elite must also restructure the entire society to lessen the isolation of the masses and, thus, avert a revolution.

The restructuring of a society is no easy task, but there is a road map for them to follow. To begin to see the route to be taken and destination of the journey, there is at least one other scholar of the past that must be understood, the French political philosopher, Jean-Jacques Rousseau. Encapsulated, Rousseau believed that man is basically good and that his tendency toward violence is due to the inability of the common man to emotionally deal with complex situations. If the revolution spoken of by Marx is to be averted, then it is the noble obligation of the elite, who consider themselves evolutionarily advanced, to restructure society in accordance with Rousseau's dictum. Therefore, the elite have decided that although the New International Governmental Order shall be global rule by Democratic Centralism, the New International Social Order shall be full cooperative involvement within small, egalitarian, collectively organized communities-- THINK GLOBALLY, ACT LOCALLY!!!

Given the Rousseauian orientation of the New International Social Order, it is important to condition children to accept that their sphere of activity should be limited to their own community and that the needs, wants, and desires of each individual must be subjugated to those of the community at large. Therefore, the primary Determinant of the restructured school program is Communitarianism. According to Webster's Ninth new Collegiate Dictionary, “Communitarian” is defined as being, “of or related to social organization in small cooperative, particularly collectivist communities.” Communitarianism therefore establishes a society comprised of many individual, self-contained communities established under the group norms. The most noteworthy examples of Communitarianism are the Kibbutzim of Israel and the Hippy Communes of the 1960s.

Because Communitarianism, by definition, is partially inclusive of Collectivism, the program model contains some necessarily arbitrary distinctions. Nevertheless, the Frameworks for the school program that flow from the Communitarian Determinant are Shared Decisions, Shared Purpose, Limited Social Base, Equality of Status, Social Responsibility and Group Control. Although some of these Frameworks give rise to structured activities, the conditioning of these behaviors is most generally done through the group process of classroom management. The Conditioning process begins immediately, as classroom facilitators continually refer to the class as the child's family. Through what in psychology is called “paired association learning,” the child is conditioned to expand the definition of the nuclear family to include all the members of his class. As the child continues in school, the concept is further expanded to include all students within the school building. The concept is yet further expanded with reference to the community and global family.

After expanding the child's understanding of the term “Family Member,” the group process is used to condition the behaviors that will characterize life in the transformed society. A distinction must be made at this juncture between “group process” and “group instruction.” Group instruction is a method of the old paradigm, the Disciplined Knowledge Paradigm. It is the instruction of knowledge-based curriculum to several children of similar aptitudes at the same time. The operative phrase is “knowledge-based.” Under group instruction, all the children within the group are receiving knowledge from the teacher. “Group Process” is quite a different animal. It is a conditioning technique of the new paradigm, the Lifelong Education Paradigm. It is the facilitation of behavior change within the group setting and has nothing to do with imparting knowledge.

The actual object of the group process, be it used in math, literature, or social studies, is to shape each child's behavior patterns such that, over time, those patterns will be consistent the the community emphasis of the coming New Social Order. Through the process, children are conditioned to function not as individuals within the entire spectrum of human experience, but as equal members of a group of limited size. They are conditioned to accept that their primary social responsibility is to the group, they share a common purpose and must share equally in the decisions that emanate from that purpose. Ultimately, their behavior is controlled by the group through the rewards and punishments administered by their peers.

The communities of the New Social Order shall be relatively small Collectivist-democratic organizations that cannot be a collection of autonomous individuals, as in the case of the traditional community. In fact, the Collectivist-democratic structure differs greatly from the traditional perspective. For explanation, it is perhaps best to quote from an article by Joyce Rothschild-Whitt entitled, “The Collectivist Organization: An Alternative to Rational-Bureaucratic Models,” as found in the August, 1979, issue of the American Sociological Review. Ms. Rothschild-Whitt explains:

The collectivist-democratic organization rejects rational bureaucratic justifications for authority. Here authority resides not in the individual, whether on the basis of incumbency in office or expertise, but in the collective as a whole. This notion stems from the ancient anarchist ideal of “no authority,” ... [it is] a process in which all members has the right to full and equal participation. This democratic ideal, however, differs significantly from the conceptions of “democratic bureaucracy” (Lipset et al, 1962). “representative bureaucracy” (Gouldner, 1954), or even representative democracy. In its directly democratic form, it does not subscribe to the established rules of order and protocol. It does not take formal motions and amendments, it does not usually take votes, majorities do not rule and there is no two-party system. Instead, there is a “consensus process” in which all members participate in the collective formulation of problems and negotiation of decisions...Only decisions which appear to carry the consensus of the group behind them, carry the weight of moral authority.

Given the collectivist nature of the communities of the future, the second Determinant, Collectivism, operates in conjunction with Communitarianism. The Frameworks of Collectivism are Cooperation, Collaboration, Group Dependency, Minimal Rules, Normative Compliance, Intrinsic Rewards, and Consensus. Cooperation and Collaboration under-gird the establishment of a common purpose. Group Dependency supports the ideas of equality of status. Intrinsic Reward encourages social responsibility. Minimal Rules and Normative Compliance make group control possible. Shared Decision-making is carried out with the Consensus Model. The activities and processes of the restructured school program that condition these behavior modes are the real thrust behind virtually every class. Even though classes have familiar traditional names, the group process that is used throughout is the real agenda.

The Collectivist-democratic community of the New Social Order cannot exist without congenial relationships and a significant level of group cohesion. To build consensus within the collective, people must get along. Therefore, the third Determinant for education in the New Social Order is Pacifism. To create the necessary docility in society, any aggressive tendencies that children may have are extinguished through the conditioning process. The program Frameworks for Pacifism are Conflict Resolution and Violence Prevention. Although most rational people realize that a society that feeds upon itself in a violent manner cannot long endure, habits of civil behavior and obedience to the rule of law have traditionally been ingrained through classroom discipline.  Nevertheless, the new school programs go beyond that which has traditionally been accomplished through reasonable discipline.  The activities and processes of the restructured school are designed to create children who are acquiescent, submissive, and compliant within the group setting.  These behavioral traits not only preserve the serenity of the collective community, but also assure subservience to the global masters of the New World Order.

Knowing that current generations will not be easily forced like sheep into the collective communities of the future, that the people would revolt as Karl Marx predicted, the social engineers have chosen to form the Collective Generation from babies, yet in the arms of unsuspecting parents.  The children will not be given the option to revolt.  They will not feel the alienation that Karl Marx thought inevitable.  They most assuredly will never know the exhilaration felt by the founding fathers of the United States, standing against a corrupt authority and asserting their liberty as free men.  The restructured school program will quietly, but effectively, fit them to the New Social Order.  The Collective Generation of the New World Order will know no other world.  The schools will condition them from the very beginning to be docile members of their respective communities, in which individualism is not just a thing of the past, but something to be scorned.  No, the Collective Generation will not feel alienated; they will not revolt.  To be a revolutionary one has to have tasted liberty and liberty will not be allowed in the new Social Order.  Liberty would alienate too many people and the globalist elite of the New World Order consider that a revolting idea.

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