Also the New Age religion is heavily promoted, psychic channelling, ascended masters etc. People like Shirly McCune are driving this today: New Age Education Reformer. Hired by WA OSPI under Terry Bergeson Name: Shirley McCune Office Telephone: 753-2593 fax 360-664-2967 e-mail: smccune@ospi.wednet.edu Section Name: Educational Liaison Section Telephone: (360) 753-2593 Service / Function 1: Research, Assessment/Evaluation Service / Function 2: Federal Liaison, General http://www.k12.wa.us/Files/orgchart.pdf 1987 director of the Mid-Coast Regional Education Laboratory - which has trained thousands of Texas teachers and administrators. 1990? research assistant at the School-to-Work program at Arizona State University 1996-2000 administrative assistant to the superintendent of schools in the State of Washington. MCCUNE WORKED FOR 1ST GEORGE BUSH http://www.oregoneducation.org/edquote.htm 11/2002 "What we're into is the total restructuring of society. What is happening in America today...is not simply a chance situation in the usual winds of change... (it is) a total transformation of society... You can't get away from it. You can't go into rural areas, you can't go into the churches, you can't go into government or into business and hide... Schools are no longer in the schooling business, but rather in human resource development...we have an opportunity to develop the kind of society we want." - Shirley McCune Senior Director of the Mid-Continent Regional Educational Laboratory doing research for the U.S. Department of Education. Keynote speaker at the 1989 Governor's Conference on Education called by President Bush More evidence "reform" is really about destroying education as we know it. zip54\clipim\2002\01\04\mccune\mccune.htm CREATING THE FUTURE Perspectives on Educational Change Compiled and Edited by Dee Dickinson RESTRUCTURING EDUCATION Shirley D. McCune, Ph.D. GOAL IS NO LONGER TO TEACH THE RIGHT ANSWER ..the task was to ensure the "right" response. In education this was seen in a "one-way" approach-there was one right answer IDEOLOGY NECCESARY TO CHANGE BEHAVIOR Cognitive Dissonance->Values Shift->Ideology Development-> Skills Development->Behavioral Change schooling->learning accreditation->performance prep for adult roles->continuing education sorting->opportunity picking winners->developing winners fact recall->process information DISNEY IS ASCENDED MASTER z48\clip\2001\03\lightset.txt http://www.sentienttimes.com/98/05may/book.html The Light Shall Set You Free By Dr. Norma Milanovich & Dr. Shirley McCune Athena Publishing, Albuquerque, NM 3rd Printing, 1997 Dr. Norma Milanovich, author of We, The Arcturians and Sacred Journey to Atlantis, has written an important new book, this time with Dr. Shirley McCune as co-author. The Ascended Masters are identified as our spiritual brothers and sisters who have incarnated at other times on the planet, but who are now present to all who raise their vibration high enough to receive their messages of inspiration and guidance. Walt Disney is now numbered among the Ascended....we have two more energy bodies in addition to the traditional seven? [2001 movie Atlantis] z50\clip\2001\06\atlanmc.txt Atlantis Rises Again New Age Spirituality for New Millennium Children by Berit Kjos Berit Kjos: Shirley McCune was a keynote speaker at the 1989 Governors Conference on Education led by former Governor Bill Clinton. Part of her message affirmed the need to trade fact for feeling: "We are no longer teaching facts to children," she announced to the governors. Its no coincident that Dr. McCune directed the Mid-Continent Regional Educational Laboratory (McREL), based in Denver, which helped lay the foundation for the massacre in Littleton. Under her guidance, it pioneered the development of psycho-social curricula for changing a child's values, including death eduation. Few realized then that Dr. McCune was being tutored by her spirit guides. As co-author of a strange book called, The Light Shall Set You Free, she quotes her demonic mentor Kuthumi, who introduces himself as a "World Teacher" and "the spokesperson for enlightenment and education for the Galactic Command." Sounds a bit like the world of Star Wars, doesn't it? Kuthumi describes a "transformation process" and the return of "Creator of Light. . . the source of power for which each soul has yearned since the beginning of time." Those yearning souls, of course, do not include you or I. He is referring to the more highly evolved souls. As for the rest of us, there's trouble ahead: "The Earth will be cleansed in the next decade, for the purification must be complete." (This is taken from our article on Lucas' Star Wars and other esoteric and globalist organizations at the Presidio: http://www.crossroad.to/text/articles/starwar6-99.html By God's grace, Berit Kjos www.crossroad.to MCCUNE HAS 3 STORY X00,000 HOME IN COLORADO z47\clip\2001\01\mccune.txt The Edifice Complex Article by Christina Nealson Crestone pyramid - November 1994 - Colorado Central Magazine - No. 9 - Page 9 Shirley was and may still be on the board (Council of Twelve) for the Trinity Foundation (http://www.trinityfoundation.com). Foundation members are followers of The Ascended Masters. "Mark Jacobi, fire chief and outspoken pyramid adversary, owns a home next door to one of the Council members, Dr. Shirley McCune, and he's not pleased with the height and scope of her three-story, several-hundred- thousand-dollar home, now under construction. " HUMANITY WILL BECOME ANDROGYNOUS Shirley McCune "...only the souls who are ready to receive the new curriculum will elect to raise their vibrations to match those required to enter the New Age ... Did you know that animals' souls are the souls of our future children? ... We are entering the Age of Aquarius ... The goal for all humanity who will enter the new millennium is to become androgynous ..." - Dr. Shirley McCune in "The Light Shall Set You Free," 1996 If the above quote makes you giggle and roll your eyes, stand by to gasp. Shirley McCune is the former director of the Mid-Coast Regional Education Laboratory - which has trained thousands of Texas teachers and administrators. She's also been a research assistant at the School-to-Work program at Arizona State University. And she's currently the administrative assistant to the superintendent of schools in the State of Washington. z42\clip\2000\06\comlear.txt Bremerton [Washington] Sun, October 14, 1989. Dr. McCune is currently serving as (federal) Educational Liaison in WA State. "BLUEPRINT GIVEN FOR SCHOOLS OF THE FUTURE They'll become Centers of Learning by Terri Minteer We are changing from an industrial society to an information society, she said, but the 'industrial smokestack schools' are still with us. Few children will end up in physical labor. Their jobs will depend primarily on intellectual abilities. Today about 25 percent drop out (and that figure hasn't changed in 70 years, she said). Another 30 percent are functionally illiterate. links to littleton Shirley McCune senior director of the Mid-Continent Regional Education Laboratory, in 1987, spoke of a plan for the "total transformation and total restructuring of our society" through OBE. Bio of McCune "...what has changed in education today is that we no longer see the teaching of facts and information as the primary outcome of education." "What is happening to America today...is not simply a chance situation and the usual winds of change. What it amounts to is a total transformation of our society." Speech excerpts given by Dr. McCune at the 1989 Kansas Governor's Conference on Education DAMAGED EM GRID FROM ATLANTIS?? More from the book z42\doc\web\2000\06\mccune.txt ... built an electromagnetic grid system several feet below the Earth's surface that was used for centuries to support a higher-dimensional existence on Atlantis. After the fall of Atlantis the grid was damaged. Who Is Dr Shirley McCune? For those doing research into education reform, aka systems education, Dr Shirley McCune entered the scene in 1989 when she was a guest speaker at the 1989 Governor's Conference on Education called by President George Bush, Sr, and held in Wichita, Kansas. Researchers were, and still are, aghast at what McCune had to say at that conference, and further aghast that governors in attendance applauded her. What is happening in America today and what is happening to Kansas in the great plains is not simply a chance situation in the usual winds of change. What it amounts to is a total transformation of our society ... ... So we have to anticipate what the future is and then move back and figure out what it is we need to do today. That's called anticipatory socialization or the social change function of schools ... ... You have to understand the breadth of the task that's before us. You cannot think about restructuring of education without understanding that our total society is in a crisis of restructuring and you can't get away from it. You can't go into rural areas, go into the churches, go into government, you can't go into business and hide, for what we are facing is a total restructuring of the society ... At the time of this speech, McCune was the Senior Director of Mid Continental Regional Educational Laboratory (McRel) — one of ten regional laboratories under contract to the U.S. Department of Education. At this time—1989—McCune's resume included work with the National Education Association (NEA), the U.S. Department of Education (DOE), the Council of Chief State School Officers (CCSSO), and the Kansas State Department of Education in developing strategic direction for Kansas schools in the Schools for the 21st Century program. She also owned a company called Learning Trends, based in Aurora, Colorado, and later in Washington, DC. Next, we find McCune at Arizona State University as a Research Associate developing School-to-Work programs. And, as of 1997, McCune was listed as Educational Liaison for the Office of Superintendent of Public Instruction, Olympia, Washington, working with her friend, Dr Terry Bergeson. By all indication, the position was made for McCune. Also, in 1997, McCune is listed as a contributing author to a publication put out by The Mid-Atlantic Consortium, Inc, Chevy Chase, MD, and the American Youth Policy Forum and National Education Association, both of Washington, DC, called "Educate America: A Call for Equity in School Reform". McCune has had extensive contact with Washington state. In 1994/95, McCune held two contracts with the Washington State Office of Superintendent of Public Instruction. The first, in 1994, was for the purposes of providing ... research and writing assistance and state education reform policies and practices to the Commission on Student Learning; and advise on equity issues in the development process. The second, in 1995, was for the purposes of assisting ... the Commission on Student Learning staff and the Subject Advisory Committees with performance issues related to Goal I and mathematics and with development of Goal II Essential Academic Learning Requirements. Both of these contracts were issued to McCune under the name of her company, Learning Trends of Washington, DC. As both contracts were initially under $10,000, they were awarded to McCune without having to go through the competitive bidding process. McCune was also a consultant to Governor Booth Gardner during the time of the Governor's Council on Education Reform and Funding (GCERF), and the subsequent writing and publishing of the GCERF document, Putting Children First. In October 1989, McCune addressed teachers in the South Kitsap School District, Washington State. Some of her comments were reported by Terri Minteer, Staff Writer for the Bremerton Sun on October 14, 1989. When you walk in the building, there's a row of offices. In one are drug counselors. One is for social security. Another, family and child psychologists. Yet another has a doctor and nurse who do well-child exams ... ... There's a child-care center, and tied into it are classes for teenagers where they learn the importance of child nurturing skills ... ... These are "community learning centers" not just schools ... ... Schools are no longer in the "schooling business," but rather in "human resource development" ... As far back as 1983, McCune, along with Terry Bergeson, were on the Advisory Board of New Horizons for Learning, an organization based in Seattle and owned by Dee Dickinson. New Horizons for Learning is very New Age in thought and practice, touting the writings of many New Age authors including Beverly Galyean. Dickinson was a member of President Bush's (Sr) Task Force on Innovative Education. The New Horizons for Learning website carries a piece, written by McCune, entitled "Creating the Future". McCune has authored and co-authored books on education reform and related topics. In 1986, the Association for Supervision and Curriculum Development (ASCD), founded by the National Education Association (NEA), published a book written by McCune entitled Guide to Strategic Planning for Educators. The book is not intended for public consumption ... This creative management process [strategic planning] is powered by the basic human drive to solve problems—to eliminate discrepancies between what is and what must be. (page v) The synthesis of technology with educational tasks opens new possibilities for more humanistic schools and educational systems. (p 23) Change must be manifested at the local level and must be wanted—people must view change as their own and feel that it will help them achieve the future they value and desire. (p 29) Transformation is the process of shifting our basic assumptions and reorganizing our views of the world, our goals, and our behaviors. (p 32) Strategic planning is a rational planning process, but it has strong psychological effects on an organization and the people involved in the process. (p 32) If time is taken to involve affected and interested parties (stakeholders), the plan will become their plan, implementation will be accelerated, and the potential for future conflict and disagreement will be reduced. (p 37) Information about their [stakeholders] perceptions and expectations must be gathered carefully. It should be collected after stakeholders have had some opportunity to understand the larger societal changes and the options open to schools. (p 45) Providing people with data before asking for their opinions and ideas about what schools should do leads to different responses and outcomes. (p 59) ... as a representative sampling. This book was used as the textbook for a class in Strategic Planning at Drake University, Adult Education Graduate Degree Programs, Spring Semester, 1997. In 1996, McCune co-authored the book The Light Shall Set You Free with Dr Norma Milanovich, both claiming to be channelers for the Ascended Masters. The book is definitely an inside look at the beautiful side of evil, giving an insightful look into the religion practiced by so many advocating transformation to systems governance. Resource References: McCune, Shirley; Guide to Strategic Planning for Educators; Association for Supervision and Curriculum Development; Alexandria, VA; 1986. McCune, Shirley and Dr Norma Milanovich; The Light Shall Set You Free; Athena Publishing; Albuquerque, NM; 1996. Minteer, Terri; "Blueprint given for schools of the future"; Bremerton Sun; Bremerton, Washington; October 14, 1989. On the Beam; official newsletter of New Horizon for Learning. Office of the Superintendent of Public Instruction; Washington State; Olympia. Office of Financial Management; Washington State; Olympia.
Christians shouldn't force their beliefs on anyone. That's not what we're supposed to do. Christians are told to preach the good news of salvation to all people so that all may believe-not to force it on others. Everyone dserves to hear the Gospel.
does that apply to all other religions? Islam, Hinduism, Buddhism, etc... everyone deserves for hear the Koran?
If I were a Muslim, and I believed that the only path to salvation was the belief in Islam, then I would certainly feel some compulsion to let other people know about it. It would be pretty selfish to think you had found the means to eternal bliss and then to keep that info to yourself.
It applies to all people! When I say that everyone deserves the Gospel I mean that all deserve to hear or read it because it is the GOOD NEWS. We all need food and water. But we also need Christ's love. I can't no share this good news of freedom and salvation. That's what I believe. Because I believe I want to share it. Peace.
What I meant was if your statement applies to other religions. Everyone deserves to hear the Koran, and Everyone deserves to hear the Hindu teachings, and Everyone deserves to hear the Buddhist teachings etc...
Sorry misunderstood. I guess it depends on the teaching. Some faiths are not as evangelical or focused on proclaiming their faith to others like Christianity. For a Muslim he/she might want others to hear it because that is what they believe and know it to be true. It really depends on their beliefs.
thanks.. I'm wondering if poeple generally want people with different religion from their own preaching to them..
i, personally, find it fascinating! i've been "evangelized" by nearly every faith group out there. makes for great discussion; particularly when done with tons of respect. i have a jewish client who constantly asks me about Jesus and tries to disprove the resurrection to me...my closest friend in law school was mormon, and he tried to get me to join his church...the buddhist monk i met with about a year ago kept telling me why my view of God was wrong and how his was right...my friends who are Muslim ultimately show the most respect for my beliefs, I think, but even they attempt to show me the error of my ways. i'm confident where i am.
Couldn't agree more Max! I know I am late to this debate, but let me first say that I have very much enjoyed reading everyone's opinion on this. So let me humbly share my own... We live in a country/culture that prides itself on being not only 'open-minded', but most importantly the ability to enjoy the free exchange of ideas/thoughts that help enrich all of our lives that much more. So my simple question to all of you is as follows: what's the harm? What's the harm in letting in an honest Christian who wants to talk to you about Jesus Christ (peace be upon him)? What's the harm in sharing your own views (whether they differ or not) with that person in hopes of may be learning one or two things you weren't previously aware of? I am not trying to tell you what to do, but I really and honestly see no harm whatsoever in engaging in honest, open debates with people holding differing views from your own, provided of course that you have the time and the willingness to listen. At least, consider it a matter of southern hospitality...good folks don't keep their guests standing at the door, do they? Seriously though, I have done it a few times before and found it to be a great experience, whether at home, school, or work. Keep an open mind, and if you are secure in your faith of God or lack thereof, then good for you, no harm done.
I think the thread started with a bias The idea that Christians FORCE their religion It is like me commenting over breakfast that Waffles is better than Pancakes. . . My opinion I'm sharing it with you Am I FORCING you to beleive it? Like someone stated. . . if you feel you got the cure to something keeping it to yourself is kind of selfish . . . which is counter to the Christian beleif structure Rocket River
Yeah, its annoying in those areas of life, too. But not nearly as annoying because religion is so so so much more personal.
The thing that bothers me most about religion(which is just set of beliefs), is not those who try to spread the news of their beliefs, but those who do not think for themselves when they hear someone elses beliefs. I think this creates mob mentalities. JayZ750, I hope you don't mind if I use your bike/pothole example and take it a little further. If a man/woman stands in near a pothole and warns you about it, that is great. You have avoided the pothole. He/She has also done you a disservice if you don't know anything about potholes. In other words, if you ride your bike more you will run into another pothole and this time that person is not there to tell you what to do about the pothole. So, you go through life hitting potholes until you learn how to avoid potholes. The problem is that this lady/man has not taught you what a pothole is, how to recognize it and what can be done to avoid the negative outcomes that stem from running into one. He/she is creating an unnecessary dependency on others. My argument is this, telling people what to believe is wrong. Sharing what you believe and teaching people about your beliefs is a very very good thing and right. Why? Because when you teach someone about potholes instead of telling them what to do about the pothole, they can think independently of what you told them and make a self informed decision for themselves without you being there. Example, there are kids in Islamic schools called amedrezas. These kids go to these schools and are dictated to by the Mullahs(religious leader in Islam). A Mullah may be a very good and benevolent person, but if they are dictating one day and make a mistake, they influence these children for life. If he was teaching these kids and letting them ask questions, they would be allowed to think for themselves. That way, when the very good Mullah tells kids the wrong thing, the kid can say, "I don't think that's right" and the Mullah can correct himself or explain his idea in a better way. Is my line of reasoning clear? also, great topic IMO, lots of interesting opinions everyone has had
Just getting started- "Keepers of the Earth" is a book teaching kids Indian Shaman religion, and it should not be classified 'science', or 'earth science' it is Native Indian religion and it is taught in public schools. “Come to the medicine wheel!” the teacher told her fourth grade class in Iowa, wear your medicine bags.” ... theteacher told (students) not to tell their parents...the teacher taught (her class) to make their own medicine bag- a deerskin pouch filled with things such as a red stone that symbolized his place on the medicine wheel astrology chart. This magic pouch could empower him in times of need, such as taking tests. .. Sitting cross-legged in the circle, the class chanted a song to honor the earth: “The Earth is our Mother, We’re taking care of her… Hey younga, ho.” Then a story from Keepers of the Earth was told to the class about a beautiful spirit woman who came to save a starving tribe of Sioux Indians… In the teacher’s guide authors Michel Caduto and Joseph Bruchac explain that this blend of myth and ecology meets today’s need for spiritual and religious values including deeper spiritual ties with the Earth. In the textbook Teaching Social Studies: Portraits from the Classroom (Vincent Rogers) used in fourth grade classes in Connecticut students are taught guided imagery to experience Indian tribal life and meet wise spirit helpers. Colorado sixth graders are taught to enjoy spirit dances wearing masks, Oregon students celebrate winter solstice by acting the roles of Sun God, Moon Goddess, drummers and animal spirits.” Etc. (Brave New Schools pg15-16) Subjects: "Keepers of the Earth" Michel Caduto and Joseph Bruchac Science Earth science. Ecology. Environment. Life Science. Natural history. Integrated/interdisciplinary approaches Folklore. Language arts. Literature. Resource Type: Lessons and activities; Literature. Media Type: Print material. Supporting Materials: ENC-007696 Native American stories ENC-007697 Keepers of the Earth Abstract: This book and its companion teacher's guide, developed for grades K to 6, provide a program of study on the topics of ecology and natural history. The book is a collection of Native American Indian stories and hands-on activities that promote understanding and responsible action toward the Earth, including its people. The book is divided into two parts, which unite western scientific methods and Native American traditional stories. Part I offers suggestions for using the stories and activities in both indoor and outdoor settings. Part II contains 21 chapters and 63 activities. Stories introduce the subjects explored in the activities. Stories and activities are arranged under broad topical headings that include agriculture and farming, animals, astronomy, cultural studies, Earth stewardship, ecological principles, energy, geology and soil, habitats, human impact on Earth, human relationships and personal growth, life and death, natural resources, personal relationship with Earth, plants, seasons, sensory awareness, and weather. Each story is followed by sections that summarize the story and provide background information on the topics it introduces. Chapters end with suggestions for extending the experience. Activities focus on one or more of the following four areas: sensory awareness of Earth, understanding the Earth, caring for Earth, and caring for people. Activities are marked as being appropriate for younger children (ages five to eight years) and older children (nine to twelve years). Detailed procedures and a list of materials are provided for each activity. The teacher's guide expands on information provided in the Introduction and Part I. The guide discusses the nature of Indian myths and the cultures from which these particular stories come. Emphasis is placed on how the stories arose from particular North American peoples and ecosystems. The guide also answers questions about how and where the cultures existed, how they came to be on the North American continent, and the nature of the culture's religious practices. Maps show tribal locations of the Native American groups discussed in the book and in the teacher's guide. The teacher's guide also considers the educational philosophies upon which the book is based. Also included are lists of resources for learning and teaching about North American Indians and the Earth, as well as guides to values education, story telling, puppet shows, and interdisciplinary studies. The stories are also available on cassette tape and in an illustrated story book edition. (LZ/LCT)
this is any instance though . . . not just religion Hell . . . look at our schools today . . . I think they are the other end of the spectrum where kids have sooo many rights and liberties than teachers don't seem to have the power to teach No Discipline .. You can debate something so much . .that you confuse the issue that the conclusion is .. . no one is right so you should not listen to anyone . .. .. Which I think alot of kids are doing today . . . . which is leadig to the troubles of some of these kids There HAS to be a tentpole. . .a core teaching 2 + 2 = 4 . . . if that is debatable. . then your kids grasp of math will be shaky at best Rocket River
More- While driving her children to school one morning, Nancy noticed that her daughter Kim was unusually quiet as her brother was picking on her. Nancy was alarmed that Kim’s eyes were closed and that she didn’t respond to her name being called. Upon stopping the car and shaking her daughter to alertness from a trance state, Kim replied, "Don’t worry Mommy, I was relaxing, painting my mind picture and was with my friend Pumsy." Nancy asked where she learned this, and the second grader answered, "From school." One state textbook review committee eliminated nine textbooks from use — including health texts from two major publishers — because they blatantly promoted Eastern religious practices. One popular textbook devoted twenty pages to teaching yoga, self-hypnosis, meditation, and the altered states of consciousness induction techniques of deep breathing and progressive relaxation- Health:Choosing Wellness Teacher's Addition. A Report on New Age Influence in Schools, Craig Branch The May 1, 1988 issue of The New York Times Magazine (its) cover story, "Colorado’s Thriving Cults," a detailed article describing how the New Age had begun to affect public education...a caption under a large picture of what looked like children taking a nap: "Third graders listen quietly while a teacher leads a ‘visualization.’ Vocal parents groups have protested the encroachment of New Age practices in school curricula." Even more surprising was the statement, "Meditational techniques have become common fare in the state’s public and private schools" (emphasis added). One sentence in the article encapsulated the problem then, and now, in schools all over the U.S.: "Many Colorado schools, public and private, utilize practices adapted from Eastern meditation under the rubrics [disguise] of ‘centering, stress reduction, or guided visualization,’ usually with the aim of enhancing students’ self-esteem and creativity. Running out of time, I have alot more to post on this subject... later.
