Bard
We don't need a 3rd party; we need a 2nd
Party.
The DNC and the GOP defined:
Two wings
of the same bird of prey,
The National Socialist DemocRatic Republican Party.
From: Virginia Raines [mailto:[EMAIL PROTECTED]]
Sent: Wednesday, October 27, 1999 12:10 PM
To: [EMAIL PROTECTED]
Subject: Re: [patriots] End the tyranny! Vote for Patrick J. Buchanan!!
This is one reason I will have to scrutinize any candidate, including Buchanan, very closely to find out if he is just wanting to use federal power for his own beliefs and values or is he willing to turn the executive office upside down and get rid of all the orders and directives and usurpations, going back at least to Lincoln.
Will he shut down all executive offices that are operating under the false pretenses of the commerce clause, or the treaty making power? Will he also veto budgets that purport to give money to states with restrictions that federal guidelines must be adhered to? Will he close the offices of every agency that is not specifically part of the enumerated powers delegated by the people to their government? Will he take a position that any treaty which enlarges the power of the federal government under pretense of delegated authority is -- on its face -- unconsitutional, therefore null and void, and cannot be foisted on us by the sham argument that such agreements are *above* the constitution, with the dismantling of all such agreements? Will he fight to prove that the governmental excuse (in all three branches) that precedent establishes legitimacy on these matters is unacceptable?
See Carl Worden's article about the unconstitutional police powers of the FBI, etc. Most people who go to work for the government, military or otherwise, are completely unconscious of what it means to swear to protect and defend the constitution, which is the only justification for their existence in the first place. Most of their jobs and/or duties ARE unconstitutional so how can they perform their oath?
I took a look at the Reform party platform and mission statement. I see nothing to suggest this is a constitution-minded party. Which probably makes sense, since Perot's fortune came primarily by doing government work. And I voted for him the first time just as a protest vote. I have learned a lot since then.
See the article I copied at bottom, about the New World Order agenda, which
starts out: "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"
Virginia
Bard wrote:
From: "Bard" <[EMAIL PROTECTED]>--------------------------------------------------By using executive orders and declarations of emergency, President Clinton
is vastly increasing the power of the national government over us. He is
also concentrating more power in his hands alone by taking the legislative
power that rightfully belongs to the 535 men and women of the United States
Congress.With each stroke of his pen, he is effectively rewriting our Constitution.
He is, with each stroke of his pen, effectively erasing the sacrifices made
by American troops throughout our country’s history who defended – not
rewrote – our Constitution.
http://www.executiveorders.org/Folks, Are you ready the "storm"?
Button down the hatches, and the Spirit of Goodness
in your Soul will guide you to your nearest precinct
polling place where you will to do what is right
for our Nation will prevail, and then, and only then,
our 'long national nightmare will end'.Bard
We don't need a 3rd party; we need a 2nd Party.
The DNC and the GOP defined:
Two wings of the same bird of prey,
The National Socialist DemocRatic Republican Party.I know there is a God and I know he hates injustice.
I see the storm coming and I know His hand is in it.
But if there is a place and a part for me, I believe that I am ready.
-- Patrick J. Buchanan
http://www.gopatgo.org/Reform Party News
http://www.reformparty.org
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 C’s 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."
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, life effect of this will be to secure
greater unity, by diminishing the influence of personal character."
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 any thing
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!
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 C’s, 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, 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.’
Goals 2000: Control is the Object
Most of the governors of the United States are members of the National
Governor’s Association. They have national meetings to CONSOLIDATE their
policy deci5ions. In 1990 a policy was declared to promote the adoption of
national educational goals. The Republican Bush Administration had endorsed
the idea in 1989. Multinational corporations and the U. S. Chamber of
Commerce supported it. Then in 1992 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
the 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 deca4es 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 school, 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 ads, especially the former; and that correspondingly less
times and
energy ought to be allotted to mathematics, formal English, and
the foreign
languages.’
What we obviously need is a science of society. Since the time of 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 (Emphasis mine), as it
has done in the natural world, 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.’
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.’
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. ‘°
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 parents, teachers, administrators, legislators,
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-based
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 preselected 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 ft 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
any 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."
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:
1. Respect Property.
2. Be respectful of adults.
3.
Say please and thank you at appropriate times.
4. Don’t use profane
language or bad grammar.
5. Be neat and dean.
6. 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.’2
Teachers are intimidated by the NWO
Knowing what you now know about the goals of the instruction to teachers
could be taken as a veiled threat, 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 testing
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.’3
lithe 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 ‘be 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."
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."
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." And ‘Sociology is once for all substituted for Theology as the
basis for the religious government of mankind.""
The last step in this long course of training is now establishing the true
form of subjectivity by substitution of Sociology for Theology."
In 1929 Ross L. Finney was among those working on a new morality for the
managed society. He wrote:
Nor cart 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.
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 (he 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
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:
Ask, and it shalt be given you; seek, and ye shall find; knock, and it shalt
be opened unto you: For every one that asketh receiveth; and he that seeketh
findeth; and to him that knocketh it shall be opened. Matthew 7:7-8.
(1) Auguste Comte, System of Positive Polity, Vol. 1, LENOX HILL Pub. &
Dist.
Co.(Burt Franklin), New York,1973. Published by the Author in July
1851; P.
289.
(2) Ibid.; P. 292.
(3) Ibid., Vol. 2, Published by the Author in May 1852; P.237.
(4) Ross L. Funney, Ph.D. Asst. Prof. of Educational Sociology, University of
Minnesota; A Sociological Philosophy of Education; The Macmillan Company,
New
York, 1929. P. 110
(5) Lester F. Ward, Applied Sociology, Ginn & Company, 1906. P.338.
(6) Ibid., P.187.
(7) Ibid. P. 280.
(8) Ibid. P. 386.
(9) Ibid. P. 389.
(10) lbid, P. 397.
(11) Knowledge, Processes & Values in the New Social Studies, WISCONSIN
DEPARTMENT OF PUBLIC INSTRUCTION, Bulletin No. 185, 1968-1970, P.43.
(12) Ibid., P.45.
(13) Problem-Centered Social Studies Instruction; Curriculum Series, Number
Fourteen; National Council for the Social Studies, 1971; P.1.
(14) Ibid, P. 59
(15) Ibid.
(16) Auguste Comte; System of Positive Polity, Vol 1, P. 45.
(17) Ibid.; Vol.1, P364.
(18) Ibid., P.471.
(19) Ross L. Finney, Ph.D., Assistant Professor of Educational Sociology,
University of Minnesota; A Sociological Philosophy of Education, The
MacMillan Company, 1929. P. 112
(20) Skinner, B.F. ; Science and Human Behavioc The Free Press (Div.
MacMillan Co.) 1953; P.447.
