The Intelligent Student’s Guide to the New World Order
By Erica Carle


What is the New World Order?

The essence of the New World Order (NWO) or world management system is that
it is management by social engineers, rather than government based on a
written constitution. How you are affected by this management system
depends on what the social engineers decide the system should do for you and
require of you. The social engineers and system managers think of
themselves as scientists applying the scientific method to the control of
group behavior. Your behavior and your relationships are regarded as the
subject of investigation and control by those who call themselves social
scientists. You are among their test animals, and you have no say in, and
often no knowledge of, experiments that involve you. If the NWO is totally
implemented, your independence, individuality, and freedom will be gone.

There is nothing new about the idea of managing others, or even of
controlling the whole world. That has been the goal of social philosophers
for thousands of years. However, we need not go back over ancient history.
We are concerned primarily with what has been going on in our own
generations. This we can understand quite well if we confine ourselves to
the Nineteenth and Twentieth Centuries.

Goals of the New World Order

To begin to understand the New World Order (NWO) you need to forget what you
have been told about philosophical differences between Republicans and
Democrats; left and right; Socialists and Libertarians; business and labor;
liberal and conservative; black and white, etc.. The planners of the New
World Order know they must use, influence, and cater to all of these groups
to accomplish the goals they are seeking, which are:

(1) Consolidate everything.
(2) Commercialize everything.
(3) Classify everything.
(4) Claim everything.
(5) Control everything.

We might call these goals the five Cs of the New World Order. If it is
fully empowered, free speech, personality, personal goals and decisions,
individual responsibility, private property, private business, morality,
Constitutional government, national sovereignty; and religious freedom can
no longer be tolerated. Everyone in every country will be subject to the
NWO management system. To quote the French mathematician/ philosopher,
Auguste Comte (1798–1857), one of the most significant early planners of the
world management system:

The most important object of this regenerated polity will be the
substitution of Duties for Rights; thus subordinating personal to social
considerations. The word Right should be excluded from political language,
as the word Cause from the language of philosophy. {1}

The only real life is the collective life of the race; individual life has
no existence except as an abstraction. {2}

He also wrote:

When the system is fully regulated, the effect of this will be to secure
greater unity, by diminishing the influence of personal character. {3}

This means that to the NWO world management system planners you, as an
individual, are considered to be without character or personality. Your
personal life and personal goals are unimportant to them, unless those goals
are consistent with the sociological, economic and religious goals of the
New World Order.

Public Schools and The New World Order

To demonstrate how NWO sociological, economic and religious goals are being
brought about we can look first at the public schools. Most students and
parents think the purpose of public schools is to teach essential and
interesting information, vocational and recreational skills, considerate and
responsible behavior and an appreciation of our country’s history and
Constitution. After your formal education is over, your parents expect that
you should be able to take responsibility for your own moral, material, and
social well–being, and also the moral, material, and social well–being of
any children you might have until they, too, are ready to claim such freedom
for themselves.

At one time the goal of those who planned the school curriculum in the local
communities seemed to follow the wishes of parents and the needs of students
Now, however, those sociologists who have the power to affect policy in
the public schools do not concern themselves with what you need, what your
parents want for you, or with respect and support for the United States
Constitution. Their primary goals are to CONSOLIDATE policies,
COMMERCIALIZE instruction, CLASSIFY individuals, CLAIM jurisdiction,
establish CONTROL, and train you to fit obediently into their world
management system without hesitation or protest. In 1928, sociologist Ross
L. Finney wrote:

A new world is emerging in which the social structures will be of a
different shape, the social resources of a different scope and caliber, than
anything that history records. It is a new deal—in fact a different game
with different cards; and we who are now alive are privileged to witness its
beginning, however blind most of us may be to its implications for ourselves
and our posterity. And for a new age, a new school! {4}

National Council for the Social Studies

An organization called the National Council for the Social Studies (NCSS),
which is an offshoot of the National Education Association and a promoter of
the New World Order, has CLAIMED power to determine what you should learn
and what you should not learn in geography, history, government, economics,
psychology, religion, world politics, etc.. These subjects were CONSOLIDATED
decades ago by sociologists so they could present them together under one
agenda called Social Studies. The leaders of NCSS now decide what you
should be taught, how you should be taught, and how your achievement will be
evaluated.

In addition to the National Council for the Social Studies, the various
states have state councils for the social studies. Through the efforts of
state councils—oftentimes with the aid of the Education Commission of the
States—bills are presented to state legislatures to make NCSS’s curriculum
standards legal requirements. After these standards are passed in your
state, your local school board, your own teachers and your parents have
little to say about what you should be expected to learn in these subjects.
If you, your school, or community have different standards; if you do not
try to live up to NCSS’s standards for the New World Order, your schools can
be closed or your community punished by depriving it of federal, foundation
and state money.

Grouping People to Control Them

It is interesting to investigate how this takeover was accomplished. Like
everything connected to the New World Order and the five Cs, CONTROL is
accomplished by influencing groups, and most particularly group leaders.
This is because people who are emotionally involved with groups respond to
leadership. They also tend to feel CLASS loyalty. For example, when your
elected officials CONSOLIDATE into groups and meet with elected officials
from other areas, they frequently get carried away by the oratory and
comradeship. Although they may not understand the full implications of the
ideas the carefully–selected speakers and facilitators promote, the
officials are maneuvered into feeling obligated to support what the group
supports. By giving their loyalty to these secondary groups, the officials
frequently betray the primary loyalty they owe to you and the citizens of
the states, cities and counties they are supposed to serve. CONTROL of
government officials, educators, congressmen, legislators, businessmen, city
councils, school boards, etc. through organizations is part of the NWO plan
for substitution of its system for the U.S. Constitution.

Through CONSOLIDATION into national or international ‘blanket’ organizations
one person or a small group of people can make decisions and set goals for
hundreds of thousands, or even millions of people. They can set goals for
you if you do not object. Always remember, whoever sets your goals or
presents you with what they call a vision or a mission, CONTROLS your
behavior. You had better understand fully any such commitment you are asked
to make.

Goal–Setting, Political Management

Setting goals, and designing visions and missions for groups of people is
one of the favorite preoccupations of the New World Order philosophers and
managers. In education, goal setting and visioning serve to CONSOLIDATE
policies so the NWO/NCSS curriculum can be established in schools throughout
the country. When you hear someone who uses the phrase, ‘We must…’ or
variations of it such as, ‘We need to…’, ‘It is essential that we…’,
etc, without adding, ‘if we wish to . . ,’ there is a pretty fair chance
that person is trying to convince you to give up the idea of independent
research and thinking so you will support whatever program or goals he or
she might be promoting.

It is unfortunate that few of our congressmen, state, county, and city
legislators have been alert enough to detect the behavior management and
CONTROL that have been directed toward them. Many of them have been
deceived, flattered, coerced, bribed or blackmailed into surrendering their
legitimate authority to New World Order decision makers. This, too, was
planned. In 1906, sociologist Lester Ward explained how NWO legislation
could be achieved:

It must not be supposed that such legislation can be conducted to any
considerable extent in the open sessions of legislative bodies. These will
doubtless need to be maintained, and every new law should be finally adopted
by a vote of such bodies, but more and more this will become a merely formal
way of putting the final sanction of society on decisions that have been
carefully worked out in what may be called the sociological laboratory. {5}

Goals 2000 – Control is the Object

Most of the governors of the United States are members of the National
Governors’ Association. They have national meetings to CONSOLIDATE their
policy decisions. In 1990, a policy was declared to promote the adoption of
national educational goals. The Republican Bush Administration had endorced
the idea in 1989. Multinational corporations and the U. S. Chamber of
Commerce supported it. Then, in 1994, Congress (Democrats and Republicans)
passed and funded the Goals 2000: Educate America Act.

Originally, social studies was not included, but the NCSS saw to it that
social studies was annexed to the national agenda. Its leaders appointed a
task force to develop CONSOLIDATED curriculum standards. These were later
adopted in most states as part of the Goals 2000: Educate America Act.
Eight goals were chosen and publicized. The eight educational goals of
Goals 2000 were not the important part of this operation. Any goals that
sounded good, along with the money promised, could have enticed governors
and state legislators to pass enabling legislation in their states. The
real goals of Goals 2000 are to CONSOLIDATE leadership over all the states;
CLAIM jurisdiction over curriculum to CONTROL what you and other students
learn; and eventually to COMMERCIALIZE and CONTROL all educational resources
through the use of charter schools and culture vouchers.

It is no surprise to find now that the eight publicized goals have not been
reached—and will not be reached by the Year 2000. Does this mean that
CONSOLIDATED goal–setting and visioning will be discontinued? On the
contrary! To the goal–setters it means merely that the Goals 2000: Educate
America should be renamed, America’s Education Goals, and should be extended
beyond 2000 without a specific deadline. Even when failure is obvious and
promises are not fulfilled, CONTROL, once gained, is never willingly
relinquished by the NWO and United Nations regional government promoters.

Failures of Public Schools

In recent decades, public education has been subjected to a great deal of
criticism. Because schools and curriculum have been interfered with by
those who promote the NWO world management system, students were not
learning what their parents, potential employers, and the students
themselves, knew they ought to learn. Skill in reading, natural science,
English, mathematics, foreign languages were dismally lacking in many high
schools, and even college graduates. All kinds of excuses have been brought
forward such as:

The problem is with your parents because they do not take an interest in
your schooling…
The problem is with you and other students because you do not work hard
enough or take an interest in learning…
The schools are not using the right system of teaching. We need to
experiment with new systems…
The problem is not enough money for education. If schools had more money
they would produce better results…
The problem is segregation. We need to bus for integration…
Classrooms are overcrowded. We need more teachers…
Public schools should have tax–supported competition. We need charter
schools and school vouchers…
And so it has gone for decades.

Enemies of Learning

Few of the explainers have revealed the possibility that you are not being
properly taught because the NWO world management system does not want you to
know too much. In his book, A Sociological Philosophy of Education,
published in 1928 by the MacMillan Company, Ross L. Finney, Assistant
Professor of Educational Sociology at the University of Minnesota, wrote the
following about what should and should not be offered to students:

…a larger place in the curriculum ought to be given to the new humanities
and the fine arts, especially the former; and that correspondingly less time
and energy ought to be allotted to mathematics, formal English, and the
foreign languages… . {6}

What we obviously need is a science of society. Since the time of [Auguste]
Comte this has been the aspiration of modern scholarship. Instead of
blundering and bungling along from one crisis to the next, science might
render society really telic, and reduce social phenomena to CONTROL as it
has done in the natural world…. (Emphasis mine) {7}

If leadership by the intelligent is ever to be achieved, followership by the
dull and ignorant must somehow be assured. Followership, quite as much as
leadership, is, therefore, the crucial problem of the present crisis…. {8}

The safety of democracy is not to be sought, therefore, in the intellectual
independence of the duller masses, but in their Intellectual dependence.
Not in what they think, but in what they think they think…. {9}

The problem of democracy is which specialized sub–group is to function as
cerebral cortex. That will depend upon who succeeds in drilling epigrams
into the memories of the duller masses. If scientists and educators fail to
do it, then selfish deceivers and exploiters will. But think for themselves
the duller masses never can. {10}

Those of us who do not agree with sociologists like Ross L. Finney are
CLASSIFIED as selfish deceivers, exploiters, or members of the duller masses
NWO usurpers have nothing but contempt for us and our need to learn. Many
parents, teachers, administrators, legislators and state governors, etc.
have been taken in by the NWO agenda. There is little chance that your
state and school are independent of NWO management system. Therefore, it is
important that you begin to recognize enemies of learning even when they
have college educations, advanced degrees, university, government and
foundation support, and all the preplanned publicity they need to try to
impress those of us whom they consider to be selfish deceivers, exploiters
or the duller masses.

Goals Statement for Schools

You should understand that those who seek to CONTROL your education in order
to limit your access to knowledge are not doing it because they love or
respect you, but because they want to CLAIM and CONTROL you. The more you
know about their goals and techniques, the easier it becomes to recognize
efforts to CONTROL your thoughts. The more you know about history,
geography, mathematics, English, science, etc. the more power you have to
defend yourself against falsehood, deceit and domination.

By establishing goals, missions, and visions, the NCSS has found a way to
limit knowledge in all subjects. I remind you, he who chooses your goals
controls your behavior. The social studies goal statement that has been
chosen by the National Council for the Social Studies and adopted in similar
and sometimes identical form by the states is:

…to help young people develop the ability to make informed and reasoned
decisions for the public good as citizens of a culturally diverse,
democratic society in an interdependent world.

Problem–Solving and Decision–Making

To most people this sounds good, but please notice that it is all about
politics and world CONSOLIDATION. Nothing is mentioned about what is good
for you, about giving you the knowledge to make intelligent fact–base
personal decisions, about helping you to prepare for a career of your own
choice. Nothing is mentioned about what is good for your city, your county,
your state, or the United States of America. No—you are treated as a
dependent member of the New World Order’s interdependent world.
Interdependence means CONTROL by sociology’s New World Order and loss of
control over your own destiny.

Curriculum goals, guidelines, and standards for states and local communities
are patterned after those of the NCSS and United Nations NWO. In all cases,
the curriculum is based on the idea of rational problem–solving and
decision–making, and on what the NWO crowd calls interdependence. You are
asked to make decisions related to pre–selected social problems based on the
limited information available through classroom assignments.

In this regard, it is important to know another behavior control fact. He
who states the problem for you controls your thinking. Your thoughts and
efforts are directed toward problems which have been selected for you. When
you express an opinion about suggested social or personal problems, you
accept the NWO agenda and acknowledge an obligation to share your thoughts
on the problems with classmates. You can then be CLASSIFIED or grouped
according to your public statements.


Limiting Knowledge—Demanding Opinions

Time spent learning facts and skills can be limited when it is taken up
listening to and arguing about one another’s uninformed opinions. Also, a
special danger is involved in this problem–solving, decision–making type of
education. You and your fellow students are encouraged to join groups and
act immediately based on the opinions you express in the cIassroom—never
taking into consideration that your opinions and decisions may change as you
mature and have access to information from other sources.

If you express the opinion that you would like to try drugs or engage in
sexual activities; if you say you might steal or become violent; teachers
are instructed not to warn you against such behavior or tell you that your
decision is wrong or dangerous. That, say the curriculum planners, would be
judgmental.

No Right—No Wrong—Rational Conscience

It is assumed that none of the problems or personal dilemmas presented can
be prevented or solved by self control and moral behavior. How do
curriculum planners justify this omission? Your teachers are told that any
statement regarding morality is considered to be an unexamined belief based
on authority. The National Council for the Social Studies says
decision–making should be what they call rational, rather than being based
on authority or conscience. For example, in Wisconsin teachers were
advised:

A child generally comes to school with what R. J. Havighurst calls an
authoritarian conscience acquired from his parents through a progression of
punishments and rewards. He soon learns that he is not equipped to deal
with all the new situations which confront him. Peers and teachers join and
sometimes supplant parents in helping him to find solutions which are often
in conflict with those offered by his parents. His task, then, is to change
from this early authoritarian conscience to a rational one. This requires
that he learn a process for resolving to his own satisfaction the conflicts
that will inevitably arise whenever change or confrontation with an opposing
view makes him question his existing values. {11}

Decisions Based on Conscience Not Allowed

When you are taught to doubt your own conscience in favor of rational
decision–making, many types of destructive, obnoxious, and immoral behavior
will no longer be objectionable to you. You learn to find reasons to
justify whatever behavior might have emotional appeal. Unbelievable as it
may seem, teachers in Wisconsin actually were warned against holding
students to traditional high standards:

Traditionally there was little question that the schools should promote such
values as the following:

Respect Property.
Be respectful of adults.
Say please and thank you at appropriate times.
Do not use profane language or bad grammar.
Be neat and clean.
Do not lie or cheat.

Now, however, in some situations these are quite controversial. Many
lawsuits and community controversies have focused on the meaning of ‘neat
and clean,’ for example. Several recent surveys indicate that cheating in
school, rather than being unacceptable, has become the norm, and most
students feel no guilt about cheating. Standards of profanity are
constantly changing and words that one rarely heard used in public a few
years ago are now heard a great deal. While many may not like these
developments, it is very necessary for teachers to recognize that they are
taking place. {12}

Teachers Are Intimidated By The NWO

Knowing what you now know about the goals of the New World Order, you can
understand that the above instruction to teachers could be taken as a veiled
threat, better not telling them they had better not criticize the behaviors
mentioned. Doing so might make them vulnerable to law suits, or perhaps,
discipline by their superiors. Thus, the Wisconsin Department of Public
instruction, following the guidelines of the NCSS, actually promoted the
idea that it is acceptable for you and your fellow students to be thieving,
disrespectful, ungrateful, profanity–using, sloppy, and dirty lying cheaters
who have no conscience, and therefore no feelings of guilt for such behavior
The United Nations New World Order does not need people of character. It
needs only those who are pliable and manageable.

Creating Problems

Problem creation is another unbelievable aspect of NWO education. According
to the NCSS, one of the main duties of teachers is to create emotional
problems for you:

Any attempt by a teacher to create a problem without arousing students
emotionally can only result in a pseudo–problem. When students are
disturbed, upset, perhaps even angry, they are closer to having a problem
than is ever the case when teachers make the preservation of objectivity
their only concern. A teacher can sometimes create in students a feeling
that their beliefs, concepts or values are inadequate in some respect. When
students are puzzled over what to believe, they are more likely to have an
authentic problem in their possession… {13}

If the student is to become engaged in problem–solving he must be doubtful,
uncertain or puzzled concerning something within his experience and have the
desire through inquiry to remove the doubt. As long as he is certain of the
truth or goodness of a particular idea or action, or as long as he is
unconcerned, indifferent about the matter, he is not involved in
problem–solving. Hence, the initial task confronting the teacher is that of
creating the state of uncertainty or doubt in the mind of the student. .
the teacher must implant the element of doubt. {14}

Strategies Used to Create Problems

Since the presence of the element of doubt or puzzlement is a necessary
condition for the initiation of problem–solving activity, let us consider
teaching strategies which are likely to evoke such reactions…

…The teacher can present the students with a problem within the context of
the content.
…The teacher can encourage the students to discover a problem within the
context of the content.
…The teacher can convert the unexamined beliefs of students into problems.
…The teacher can point up conflicts within the students’ pattern of
beliefs, thus creating problems.
…The teacher can point up conflicts within the course content, thus
creating problems. {15}

Teaching problem–solving, decision–making, and interdependence may have
sounded good to many teachers, school board members, local curriculum
coordinators, legislators, parents, and students. However, if they had the
opportunity to read the above, and what the NCSS curriculum planners mean
when they promote this type of education, all of those affected might be
more hesitant before giving their sanction.

Changing Beliefs

Remember, the NWO planners and managers want CONTROL, but they know for
certain that they cannot make you go along with their plans if you are aware
of their intentions and if you are firmly convinced that to do so would be
wrong. That is why so many methods have been devised to help you question
or change your mind about what you believe.

If the New World Order is to succeed in reaching its goals, Judaism and
Christianity are among the religions which have to be eliminated. People
who are guided by the Bible, the Ten Commandments and what the Bible teaches
about God, cannot be depended upon to be totally dedicated to the
sociological goals of a world management system. They cannot be intimidated
into exchanging morals and conscience for sociological goals. This is why
the system does not tolerate competition. Its own Positive religion or
religion of Humanity must prevail. Sociology’s founder, Auguste Comte,
wrote:

By speaking of Positivism as organic, we imply that it has a social purpose;
that purpose being to supersede Theology in the spiritual direction of the
human race. {16}

and,

Sociology is once for all substituted for Theology as the basis for the
religious government of mankind. {17}

and,

The last step in this long course of training is now establishing the true
form of subjectivity by substitution of Sociology for Theology. {18}

In 1929, Ross L. Finney was among those working on a new morality for the
managed society. He wrote:

Nor can the new regime be operated with the beliefs of the old regime…As
for the ideals by which we live, they too must be thought out de novo, and
built into an adequate and effective new system of moral education. {19}

The End of Freedom

The NWO management system’s moral education has nothing to do with freedom
or the principles and ideals on which our nation was founded. The late B. F
Skinner, a Harvard University psychologist, put it this way:

The hypothesis that man is NOT FREE is essential to the application of
scientific method to the study of human behavior. {20}

If you do not want to be a sociologically– controlled and semi–ignorant
member of the United Nations New World Order, you need to recognize the
importance of knowledge and reject attempts at emotional manipulation and
knowledge limitation. The problem–solving and decision–making system of
education uses you, plays on your emotions, and tries to alienate you from
those who should be closest to you. It creates animosity between you and
your classmates; wastes valuable learning time by forcing you to form
opinions and listen to the uninformed opinions of your classmates; and
discourages intelligent and moral behavior. It turns you against your own
country and its Constitution in favor of the United Nations’ New World Order
management system.

What Can You Do?

Learn to recognize when you are being used, rather than informed. Learn to
recognize when you are being led astray. Be like a conscientious researcher
and reporter. Do not be afraid to ask probing questions whenever you have
doubts about the philosophy behind educational projects, exercises and games
especially if they seem to you to be totally useless or destructive.

If you are to have any hope of keeping the gift of freedom with which you’ve
been blessed, you must know and share the truth. If you have concerns about
your education, share them with your parents. Few parents have any idea
what goes on in school. It is their responsibility to find out, and your
responsibility to help them.

You are not a test animal created to serve the ambition of social scientists
and world managers. Do not allow your education to be limited and corrupted
as if all you needed was to be trained in obedience to the system of the
unConstitutional New World Order.

And remember, if you truly desire it, all knowledge is yours.