Morality is harmful

Dr. Brock Chisholm, a former head of the World Health Organization of the United Nations, said that “morality’s a harmful perversion” and advocated that “the concepts of right and wrong should be done away with.” (Passport Magazine)

Teen pregnancies, battlegrounds for classrooms, drugs, suicides rate, mass murder, etc. After several generations of “clarified” children, we are now reaping the moral chaos that the humanists have so diligently nurtured for us.

The Owenite goal has been achieved. A little at a time they prepared the way, until finally, in 1963, with the government ruling against school prayers and Bible reading, God was booted off the campus, along with the moral code. The children are now taught that man is the measure of all things. There are no such things as absolutes in any area of life, especially morals. Morals and ethics are “situational” and “relative.”

The key leaders of the New Age Movement know that unless they are the ones to harness and guide the spiritual direction of the children, there will be no New Age. At every level the child’s worldview -- what he unquestioningly assumes to be true about himself and the world around him -- is carefully being molded and programmed.

What used to be a classroom in which children were taught basic skills such as reading, writing and arithmatic is now a laboratory for teachers to “experiment” with techniques designed to produce what the behaviorists call a Total Attitudinal Change in the Child.

"The basic goal of education is change . . . human change in desirable directions. . . This issue . . . focuses attention upon the school as a change-agent . . . and the specific focus is on changing people. "

So the basic goal of education is to change people, not to educate them. To do this the National Educators’ Association (NEA) encourages the teachers to use psychotherapeutic techniques such as role-playing, role reversal, psychodrama, encounter group sessions, journaling, sensitivity training, “magic circles,” psychological testing, “games,” and questionnaries with open-ended questions designed to dig into the private thoughts and beliefs of the child and his family.

These techniques are designed to get into the mind of the child in order to release him from the “outmoded” values and beliefs of his parents and to “improve” him with the “new” and “desirable” Humanist beliefs appropriate to the “global citizen” they expect him to become.

According to the National Education Agency (NEA), the children don’t need educating, what they need is therapy. Why? Because most Humanist educators believe our children are mentally imbalanced and emotionally disturbed. In an address given to 2,000 teachers, Dr. Chester Pierce said:

“Every child in America who enters school at the age of five is mentally ill, because he comes to school with allegiance toward our elected officials, toward our founding fathers, toward our institutions, toward this form of government we have . . . patriotism, nationalism, sovereignty . . . All of this proves the children are sick, because the truly well individual is one who has rejected all of those things and is what I would call the true international child of the future.” (16)

So if in the American family structure a child is brought up to love this country and all it has traditionally stood for, he is said to be mentally ill. Any child who believes in God, therefore, is mentally ill. The New Age says Christian parents are ignorant, unsuitable and anti-social. They are such bad parents that they actually teach their children to believe Jesus is the only way and that only their Bible is believable. This is proof of separatism, disharmony and religious bigotry: kids should be removed from Christian homes. All this makes Christians unfit to be parents and Christian homes are threats to the welfare of children.

Because it was God who ordained the Christian family, naturally the New Age has targeted Christian families for destruction. Whatever God has done, the New Age seeks to destroy. Satan won’t allow his New Age disciples do otherwise. Destruction of the family is the only way the children can be “liberated” from Christianity and be initiated into the New Age religion. This is the only way the New Age can survive and hope to realize their utopia. “If the New Age is to succeed, children must be provided a new environment,” Alice Bailey said.

Satan has branded Christians as unloving, ignorant and selfish. And since Christians insist on worshipping God only, they are certainly a threat to the unity of world religion. So the New Age leaders are doing the world a great favor by kidnapping these damaged clones and carbon copies of their parents.

In their report “Education for the 70’s” the NEA stated that “schools will become clinics whose purpose is to provide individualized, psycho-social treatment for the student, and teachers must become psycho-social therapists.” (19)

The basic beliefs of Humanism are clearly spelled out for us in the First Humanist Manifesto, written in 1933 by John Dewey, the “father of progressive education.” It was updated by Paul Kurtz in1973. The documents were signed primarily by educators and policymakers, and since much of our educational system of today is based on these principles, it is well worth taking time to look at some of the tenets.

In a preface to the introduction Paul Kurtz said:
“As in 1933, humanists still believe that traditional theism, especially faith in the prayer-hearing God, assumed to live and care for persons, to hear and understand their prayers, and to be able to do something about them, is an unproved and outmoded faith. Salvationism, based on mere affirmation, still appears as harmful, diverting people with false hopes of heaven hereafter. Reasonable minds look to other means for survival.”

Here is the humanist vision of the future as set forth in the introduction to the Second Manifesto:
The next century (twenty-first) can be and should be the humanistic century . . . We stand at the dawn of a new age . . . Using technology wisely, we can control our environment, conquer poverty, markedly reduce disease, extend our life-span significantly, modify our behavior, alter the course of human evolution and cultural development, unlock vast new powers . . . The ultimate goal should be the fulfillment of the potential for growth in each human personality — not for the favored few, but for all of humankind. Only a shared world and global measure will suffice . . . Many kinds of humanism exist in the contemporary world. The varieties and emphases of naturalistic humanism include “scientific,” “ethical,” “democratic,” “religious,” and “Marxist” humanism. Free thought, atheism, agnosticism, skepticism, deism, rationalism, ethical culture, and liberal religion all claim to be heir to the humanist tradition. Humanism traces its roots from ancient China, classical Greece and Rome, through the Renaissance and the Enlightenment; to the scientific revolution of the modern world . . . They (their common principles) are a design for a secular society on a planetary scale.

It has been the Humanists’ intent to accomplish these New Age goals by breaking down the fundamental belief systems that are the basis of our society and the Christian faith. These principles of Humanism provide one of the most diabolical pieces of propaganda ever conceived.

Here is a sample from the 17 principles presented in the Second Humanist Manifesto:
Religion:
We believe . . . that traditional dogmatic or authoritarian religions that place revelation, God, ritual, or creed above human needs and experience do be a disservice to the human species. . . We find insufficient evidence for belief in the existence of a supernatural; it is either meaningless or irrelevant to the question of survival and fulfillment of the human race. As non-theists, we begin with humans, not God, nature, not deity . . . Traditional religions often offer solace to humans, but, as often, they inhibit humans from helping themselves or experiencing their full potentialities. Such institutiions, creeds, and rituals often impede the will to serve others. Too often traditional faiths encourage dependence rather than independence, obedience rather than affirmation, fear rather than courage. While there is much that we do not know, humans are responsible for what we are or will become. No deity will save us; we must save ourselves. 107

Ethics:
We affirm that moral values derive their source from human experience. Ethics is autonomous and situational needng no theological or ideological sanction. Ethics stem from human need and interest . . . We strive for the agood life, here and now. The goal is to pursue life’s enrichment despite debasing forces of vulgarization, commercialization, and dehumanization. Reason and intelligendce are the most effective instruments that humankind possesses. There is no substitute: neither faith nor passion suffices in itself . . . critical intelligence, infused by a sense of human caring, is the best method that humanity has for resolving problems. 107

The Individual:
The preciousness and dignity of the individual person is a central humanist value. Individuals should be encouraged to realize their own creative talents and desires. We reject all religious, ideological, or moral codes that denigrate the individual, suppress freedom, dull intellect, dehumanize personality. We believe in maximum individual autonomy consonant with social responsibility . . . In the area of sexuality, we believe that intolerant attitudes, often cultivated by orthodox religions and puritanical fcultures, unduly repress sexual conduct. The right of birth control, abortion, and divorce should be recognized. While we do not approve of exploitive, denigrating forms of sexual expression, neither do we wish to prohibit, by law or social sanction, sexual behavior between consenting adults. The many varieties of sexual exploration should not in themselves be considered “evil.” A civilized society should be a tolerant one . . . Moral education for children and adults is an important way of developing awareness and sexual maturity. 107

Democratic Society:
To enhance freedom and dignity the individual must experience a full range of civil liberties in all societies . . . (A person’s freedoms should) include recognition of an individual’s right to die with dignity, euthanasia, and the right to suicide. We are committed to an open and demoocratic society . . . All plersons should have a voice in developing the values and goals that determine their lives . . The separation of church and state and the separation of ideology and stare are imperatives. The state should encourage maximum freedom for different moral, political, religious, and social values in society . . . Innovative and experimental forms of educatiion are to be welcomed. 107

World Community:
We deplore the division of humankind on nationalistic grounds. We have reached a turning point in human history where the best option is to transcend the limits of national sovereignty and to move toward the building of a world community in which all sectors of the human family can participate. Thus we look to the development of a system of world law and world order based upon transnational federal government . . . We thus reaffirm a commitment to the building of world community, at the same time recognizing htat this commits us to some hard choices. This world community must renounce the resort to violence and force as a method of solving international disputes . . . War is obselete . . . It is a planetary imperative to reduce the level of military expenditures and turn theses savings to peaceful and peopl-oriented uses . . . We must free our world from needless pollution and waste . . . The problems of economic growth and development can no longer be resolved by one nation alone; they are worldwide in scope . . . world poverty must cease . . . We would resist any moves to censor basic scientific research on moral, political, or social grounds . . . We must expand communication and transportation across borders. Travel restrictions must cease. The world must be open to diverse political, ideological, and moral viewpoints and evolve a worldwide system of television and radio for information and educatioin. We thus call for full international cooperation in culture, science, the arts, and technology across ideological borders. We must learn to live openly together or we shall perish together. 107

Humanity As a Whole:
. . . We urge that parochial loyalties and inflexible moral and religious ideologies be transcended. We urge recognition of the common humanity of all people. We further urge the use of reason and compassion to produce the kind of world we want — a world in which peace, prosperity, freedom, and happiness are widely shared . . . Destructive ideological differences among communism, capitalism, socialism, condervation, liberalism, and radicalism should be overcome . . . At the present juncture of history, commitment to all humankind is the highest commitment of which we are capable; it transcends the narrow allegiences of church, state, party, class, or race in moving toward a wider vision of human potentiality . . . Humanism thus interpreted is a moral force that has time on its side. We believe that humankind has the potential, intelligence, goodwill, and cooperative skill to implement this commitment in the decades ahead. 107

Do these principles sound familiar? Even though I have abbreviated them, I believe the stench of Nazism, socialism and New Age can be distinguished.

Deep? Yes, all this is very deep. Disturbing? Yes, it is very disturbing. Not every school has subscribed to the Humanist philosophy. Thank God for them. The problem is, too many of us parents do not even know what our children are being taught. We mistakenly believe that our "system" is good and will teach our children to be responsible citizens. Then why are so many of our children failing to learn the basics? Sit up and take notice, please.