Progressive Education and the Destruction of America: PART 2

With Part 1 as a foundation, fast forward to the critical decade of the 1970s. Especially 1974 where you had the classified 1974 CIA Report, the Rockefeller Commission Report (1972), the National Security Study Memorandum (1974) and the 1973-4 Oil crisis that doubled the price of oil –> SEE: THE ROCKEFELLER CONNECTION

This dig started from a MichealH comment:

….In many cases, “science” has become about extreme proof, you can’t know something unless you have Cartesian Certainty about it. Too much money is wasted creating double-blind experiments and seeking “gold-standard” academic proofs. This is a boon for grant money but does nothing to move the needle on human advancement. This kind of “science” is about controlling truth because high burdens of proof require grant money to demonstrate with is controlled by the gatekeepers, and if something does get past them, they can get a grant to prove with “science” conclusively that the opposite of what is true is true, and put those out-of-line researchers back in their place.

In poking around looking for something else, I came across a series of comments I made on Tony Heller’s site in September of 2015 : The World’s Top Climate Scientist Is A Complete Moron

Those comments have a major connection to what MichealH observed. They show a switch in attitude of the US government in the early 1970s. I have updated and add more information.

As my previous articles in the Depopulation Series displays, the early 1970s is when the Cabal realized the earth was headed into a possible Ice Age and used that to scare world leaders into going along with their Depopulation agenda. The classified National Security Study Memorandum NSSM 200 aka the 1974 Kissinger Report reveals Rockefeller mouth piece Kissinger was talking Global COOLING to world leaders while another Rockefeller mouth piece, Maurice Strong was screaming about Global Warming at the First Earth Summit (1972) to the public. Also do not forget it was Kissinger who PICKED Klaus Scwab to organize the World Economic Forum in 1971, the year Nixon took the USA off the Gold Standard.

Henry Kissinger and Nelson Rockefeller, January 1975

To make the masses BELIEVE in the Global Warming LIE the cabal had to CONTROL SCIENCE. Remember in 1976 Hays and Shacklton published the paper with concrete evidence to support Milankovitch’s theory. They were not the first but their paper was the most accepted. SEE: Ice Ages Confirmed

These old comments of mine show how it was done.

2015 comment:

Sea Level rise is one of the sticks used to beat the public over the head. A new (1998) paper Near-field hydro-isostasy: the implementation of a revised sea-level equation came out and NASA jumped on it:

 Glacial Isostatic Adjustment: A Survey of Recent Studies (now removed)

ARCHIVED: https://web.archive.org/web/20040112111629/http://bowie.gsfc.nasa.gov/ggfc/sbm_gla.html

COMMENT: I am still trying to make heads or tails of the Bafflegab, but it looks like they found a new way to adjust sea level rise ”.. the existing sea-level equation incorrectly predicts the change in sea level (and thus the ocean load) in ice-covered, subgeoidal geographic regions during periods of deglaciation…”

…..

Since I wrote that in 2015, the archived articles have been changed to:

“…the authors suggest that this effect would be extremely large, large enough so as to entirely invalidate all previous analyses that had been performed using the “sea level equation” formalism first developed in the work of Peltier (1974…”

2001: https://web.archive.org/web/20010309133151/http://bowie.gsfc.nasa.gov/ggfc/sbm_gla.html

2013 (Last time saved): https://web.archive.org/web/20130218010711/http://bowie.gsfc.nasa.gov/ggfc/sbm_gla.html

This is a bit of a face slap since it SHOWS the Cabal goes back into the web archive AND CHANGES THE ARTICLES! And now we find the Cabal goes in and scrubs recent articles it deems dangerous like those Jon Harold managed to find about Blinken’s connection to the Aspen Institute during the time of the Hunter Laptop = Russian Disinfo tabletop exercise.

….

Back to 2015 comments:

What was interesting was when I tried to follow up on a pointer to:
(wwwDOT)homepage.montana.edu/~geol445/hyperglac/isostasy1/%20%5C%5C%20Rates returns

“Sorry….homepage.montana.edu 7Egeol445 hyperglac isostasy1 20 5C 5C 20Rates’ does not exist or is not available.”

So I poked around and found Isostasy and Postglacial Rebound “This resource is no longer officially part of our collection ….” referring to cleanet in the URL.

So I continued poking around and I found it had been removed by the CLEAN project.

…The Climate Literacy and Energy Awareness Network (CLEAN) Portal was launched in 2010 as a National Science Digital Library (NSDL) Pathways project. It is led by the science education expertise of TERC…

So who the heck is this TERC that is removing web pages? — TERC is based in Cambridge, MA. NOTE: Cambridge is so far to the left that a communist party member (a friend) had to register as a republican so the polls could open!

…

2023 comment:

That is the archived page from 2015. Seems TERC has this new page…

History

In 1965, Arthur Nelson and a small group of co-founders established the Technical Education Research Centers. During its early years, TERC focused on various aspects of technical and occupational education, primarily at the post secondary level. In the early 1970s, TERC successfully initiated a series of projects that marked a transition from post secondary technical education to K-12 science. Today we are known as TERC. This change embraces the development of our education initiatives through the years and the learners we serve, including those in K-12 classrooms, museums, after school programs, community colleges, adult education centers, universities, and other research institutions.

Organizational Structure

Currently, TERC’s staff of 104—including nationally recognized leaders in educational research and curriculum development—are actively engaged in over 70 projects and 62% of staff have advanced degrees in science, mathematics, engineering, education, psychology, and technology. In 2013 TERC had $13.5 million in revenue. Each year, TERC’s products and services reach more than 3.5 million students throughout the United States.

TERC’s research and development projects are housed within three centers—the Center for School Reform, the Center for Science Teaching and Learning, the STEM Education Evaluation Center—and the Education Research Collaborative division.

….

Another 2023 dig:

Arthur Nelson [1923 – 2015] Obit

For over 65 years, Arthur Nelson was one of Boston’s leading entrepreneurs founding over twenty diverse Massachusetts companies in technology, real estate, international management, and education…. Among the companies he founded were Associates for International Research, Inc. (AIRINC), Technical Education Research Centers (TERC), and The Nelson Companies…  He also co- founded over a dozen non-profit organizations, many of them in Waltham, including the Charles River Museum of Industry, Historic Waltham, Inc., the American Innovation Institute, the Boston Computer Foundation, and the 128 Business Council. …[He] graduated from the University of Kansas in 1943 with a degree in physics. As a Naval Officer he was stationed during WWII at MIT’s “Rad Lab” working on the development of the first AWACS radar planes and high frequency radar…

Associates for International Research, Inc. (AIRINC)

Focused on workforce globalization, AIRINC provides compensation insights, allowances, technology and advice to facilitate global and domestic mobility.

Sure sounds like he was a Globalist!

…

Back to 2015 comment:

And following up on CLEAN (“Climate Literacy and Energy Awareness Network “)

what do I find? NOAA!

https://www.climate.gov/teaching/about-clean-climate-literacy-and-energy-awareness-network-pathway-0 [Goes to Page not found]

2015:

https://web.archive.org/web/20150906122058/https://www.climate.gov/teaching/about-clean-climate-literacy-and-energy-awareness-network-pathway-0

Teaching Climate »About CLEAN: the Climate Literacy and Energy Awareness Network Pathway
(You have to see the interactive header.)
It lists
TERC, (above)
CIRES – colorado-edu
SERC – carleton – edu
Colorado School of Mines
NSDL – National Science Digital Library
NAGT – National Association of Geoscience Teachers
NOAA
U.S. Department of Energy
NSF – The National Science Foundation, (who controls the research grants given to schools by the government.)

CLEAN cont.

Digital resources for teaching about climate and energy – resources are reviewed by educators and scientists, annotated, and aligned with standards and benchmarks.

The Teaching Climate section partnered with the Climate Literacy and Energy Awareness Network (CLEAN) to use the Climate Literacy guide to identify and integrate effective resources across different educational levels. The CLEAN framework for vetting, reviewing, and assuring scientific quality of climate and global change education materials on climate, energy and related topics will be very useful to teachers and educational systems across the nation.

CLEAN, the Climate Literacy and Energy Awareness Network Portal, was launched in 2010 as a National Science Digital Library (NSDL) Pathways project. It is led by the science education expertise of TERC, the Cooperative Institute for Research in Environmental Science (CIRES) at the University of Colorado Boulder, the Science Education Resource Center (SERC) at Carleton College, and NOAA. CLEAN builds on the efforts of the CLEAN Network (formerly Climate Literacy Network), and the establishment of the Climate Literacy: Essential Principles of Climate Science, and the Energy Literacy Essential Principles and Fundamental Concepts of Energy Education.

CLEAN’s primary effort is to steward a collection of educational resources around energy and climate topics and foster a community that supports learning about climate and energy topics. CLEAN’s focus has been to integrate the effective use of the educational resources across all grade levels – with a particular focus on the middle-school through undergraduate levels (grades 6-16). The activities of CLEAN include…

No wonder there is a ‘97% consensus in Climate Science’’ NOTHING ELSE is ALLOWED!

I think I am going to be sick.

kentclizbe  [Ex-CIA] adds:

September 27, 2015 at 6:56 pm

“Climate Communications” staff:

Susan Joy Hassol
Susan’s Projects
Richard Somerville
Jerry Melillo
Denali Hussin

Science Advisors

Ken Caldeira
Bill Chameides
Julia Cole
Robert Corell
Simon Donner
Kerry Emanuel
Jennifer Francis
Peter Gleick
Katharine Hayhoe
Greg Holland
Mark Z. Jacobson
Daniel Kammen
Jeff Kiehl
Joan Kleypas
Chuck Kutscher
Mike MacCracken
Edward Maibach
Michael Mann
Jeff Masters
Jerry Meehl
Michael Oppenheimer
Naomi Oreskes
Jonathan Overpeck
Camille Parmesan
Stefan Rahmstorf
Eric Rignot
Barrett Rock
Paty Romero-Lankao
Terry Root
Benjamin Santer
Drew Shindell
Kevin Trenberth
Warren Washington
Spencer Weart
Don Wuebbles

– See more at: https://www.climatecommunication.org/who-we-are/staff/#sthash.nXgsbozr.dpuf

I responded:

Kent that goes back to what I wrote about Judith Curry and her business partner Peter Webster:

Judith Curry
https://stevengoddard.wordpress.com/2015/02/10/the-global-temperature-record-is-meaningless-garbage/#comment-489761

Peter Webster
https://stevengoddard.wordpress.com/2015/02/10/the-global-temperature-record-is-meaningless-garbage/#comment-489803

Webster is a member of the Aspen Global Change Institute and Climate Communication. It is a project of the Aspen Global Change Institute. https://www.agci.org/

…Climate Communication is a non-profit science and outreach project supported by grants, including from the Rockefeller Brothers Fund. Climate Communication operates as a project of the Aspen Global Change Institute…

Judith Curry is no Skeptic she is a Trojan Horse introduced to the skeptic community by WUWT.

…

2023 comment:

AGCI History

Aspen Global Change Institute began in 1989 with the support of the US National Aeronautic and Space Administration (NASA). Conceived as an interdisciplinary center to advance scientific understanding of Earth and human systems, the formation of AGCI also anticipated the vital role this knowledge could play in helping society advance sustainability.

Under the direction of co-founder John Katzenberger, AGCI held its first summer workshop in 1990. Since then, AGCI has held over 80 workshops, gathering more than 1,900 scientists from over 40 countries. Today, AGCI’s landmark interdisciplinary workshop series continues alongside our research and technical assistance programs, each working to advance science, catalyze solutions, and nurture community.

OUR STORY

Founding

Aspen Global Change Institute (AGCI) was co-founded by Charles “Rick” Chappell and John Katzenberger in 1989 as the result of a planning workshop funded by NASA. At the workshop, experts considered the fledgling organization’s mission: to further interdisciplinary understanding of global environmental change and Earth system science. Until February 1995, when it became an independent nonprofit in its own right, AGCI operated under the nonprofit 501(c)(3) umbrella of the Windstar Foundation, an environmental organization co-founded by Tom Crum and John Denver….

Charles “Rick” Chappell is the same Charles Chappell from 12 years earlier. AGAIN note the 1970s time period.

The summary papers from a NASA Workshop conducted February 14-16, 1977, at the Utah State University, Logan, Utah

…The initial concepts from which the Workshop began its deliberations are embodied in the NASA document, “The Solar-Terrestrial Observatory as a Major Module of a Space Station: An Advocacy Document, Marshall Space Flight Center, September I, 1976 (see Appendix C). More broadly, the problems to be addressed are highlighted in the NASA Outlook for Space. George C. The specific purpose of the Workshop was to bring together specialists in the areas of solar physics, atmospheric physics, magnetospheric physics, and Sun-weather relationships in order to stimulate interdisciplinary discussions about the intertwined cause and effect relationships within the Sun-Earth system. Further, these discussions were expected to expose typical instru1 mentation requirements for exploring and ultimately exploiting these relationships….

…It is hoped that this collection will propagate further development of more comprehensive, elaborate, and refined definition of the needs and uses for a Solar-Terrestrial Observatory in such a manner as to make it a significant factor in the proper management and use of the Earth’s limited resources. The Workshop was organized by Drs. Donald J. Williams (Chairman) of the Space Environment Laboratory, NOAA, and Charles R. Chappell of the Space Sciences Laboratory. Marshall Space Flight Center, NASA. Professors Andrew F. Nagy and Peter M. Banks, Physics Department, Utah State University, were hosts….

Background Solar physics investigations have evolved to a state such that information in wavelengths and with techniques only possible from space platforms is crucial to the solution of most of the central problems in the discipline. In the recent past, observations from the OS0 satellite series and Skylab have played major roles in the development of the field; and it is envisaged that the Solar Maximum Mission and Spacelab will likewise contribute substantially to future efforts.

Background

The advent of the Shuttle/Spacelab/Space Station era in the 1980’s will provide unique opportunities for comprehensive studies of the atmosphere. Some progress has been made in understanding the Sun-Earth environmental system during the last decade, but major advances are needed before a working understanding of the basic behavior of our global weather system is obtained: the Sun-weather relations hip, the role of anthropogenic constituents on the atmosphere, the coupling of the lower and upper atmosphere, to name a few examples….

Differential absorption of Rayleigh scattered W pulses from the neutral atmosphere below 30 km, on the other hand, permits measurement of ozone and other absorbing constituents. This is just one of the instrument techniques planned for early Spacelab development that will be greatly enhanced by long-duration flight as a permanent space station….

I am sure Steve will find this old report fascinating. The paragraphs I pulled show that they were already aware of how the sun changes the climate on earth.

The reason the jet stream changes from zonal to meridional (loopy)

Δ UV ===> Δ Ozone ===> Δ Stratospheric Temperature ===> Δ tropopause height + Δ wind strength of jets and motion** + Δ strength of the stratospheric vortex + Δ Ozone hole

(Δ = Changes in)
(**Blocking phenomenon is part of Loopy jets)

I am going to go into that in more depth later in another article.

NASA Finds Sun-Climate Connection in Old Nile Records

…Alexander Ruzmaikin and Joan Feynman of NASA’s Jet Propulsion Laboratory, Pasadena, Calif., together with Dr. Yuk Yung of the California Institute of Technology, Pasadena, Calif., have analyzed Egyptian records of annual Nile water levels collected between 622 and 1470 A.D. at Rawdah Island in Cairo. These records were then compared to another well-documented human record from the same time period: observations of the number of auroras reported per decade in the Northern Hemisphere…. The researchers found some clear links between the sun’s activity and climate variations. The Nile water levels and aurora records had two somewhat regularly occurring variations in common – one with a period of about 88 years [There is thatGleissberg solar cycle I mentioned in an earlier article] and the second with a period of about 200 years….

BIO of Charles Richard Chappell, Associate Director for Science. Marshall Space Flight Center

Dr. “Rick” Chappell is the associate director for Science at NASA’s Marshall Space Flight Center in Huntsville, Ala. In that capacity he serves as the chief scientist for the center advising the Center director on all science and university programs while maintaining interaction with leading scientists throughout the world. He has directed research in solar terrestrial physics and has been a principal investigator on several satellite missions. In May 1994, Chappell became special assistant for Environmental programs to the NASA administrator.

👉He was assigned to the White House to implement an environmental science/education program for Vice President Al Gore.

Prior to joining NASA in 1974, Chappell was a research and staff scientist with the Lockheed Missiles and Space Company where he conducted investigations of the Earth’s space plasma environment.

From 1976 to 1985, Chappell was the mission scientist for Spacelab 1, a joint European/American shuttle mission that conducted investigations…

Chappell is a magna cum laude graduate in physics from Vanderbilt University with a Ph.D. in space science from Rice University. He is the author of more than 100 published scientific articles and has served on numerous advisory committees for NASA and the National Academy of Science. He is a member of Phi Beta Kappa, the recipient of a Sloan scholarship and has twice received the NASA Medal for Exceptional Scientific Achievement. Chappell has represented NASA in an extensive variety of public appearances including color commentary on the Cable News Network and interviews on NBC1 s Today Show, ABC1 s Nightline, and the BBC….

I was wondering if Aspen Global Change Institute was connected to the Aspen Institute (Aspen Institute address: 1000 N 3^rd Street Aspen CO 81611)

https://www.aspeninstitute.org/about/

Aspen Global Change Institute,104 Midland Ave, Suite 205, Basalt, CO 81621

The address is a CONDO!

https://www.realtor.com/realestateandhomes-detail/104-Midland-Ave_Basalt_CO_81621_M18517-52464

Overview

Note: This property is not currently for sale or for rent on Zillow. The description and property data below may’ve been provided by a third party, the homeowner or public records.

Enjoy loft-style living with an urban, rustic feel in this newly-constructed condo. Located in historic downtown Basalt, this second floor two bedroom, two bath living space offers a garden patio, elevator access and beautiful finishes throughout. Great ambiance and decor. Private parking and storage included. https://www.zillow.com/homedetails/104-Midland-Ave-201203-Basalt-CO-81621/242660135_zpid/

….

Back to 2015…

…Hansen…is a product of our educational system that is infested with Progressives intent on the destruction of the USA.

Kids are taught to be ashamed of the USA, to hate capitalism, to hate Christians, to hate whites, (or feel guilty) to not think, to be dependent on the state….

From Robin:
Destroying the Dominant Social Paradigm Via Education for 21st Century Political Power and Personal Gain
Posted on November 6, 2013

Who knew that targeting the Dominant Social Paradigm to facilitate future social change was so thoroughly underway in countries like Germany and the US and the UK by the early 80s that books were being written simply shorthanding the goal as DSP? No wonder Outcomes Based Education and systems thinking were needed via K-12 education reform globally starting in earnest in the 80s. Now that I have firmly attached my deerstalker hat on my head of curls and pulled out my magnifying glass to peruse the footnotes, let’s go back to Lester W. Milbrath and his Environmentalists: Vanguard for a New Society before pivoting to go through the troubling Brookings Institute presentation yesterday of the new Oxford report. Pushing for “a collective vision for society” and “shared global values around which a unified and enduring pathway for society can be built.”

Whew! Good thing Brookings has no interest in education or social policy or we might need to be worried about what they are pushing. Why? How? Who really benefits? will all need to become our habitual inquiries as we embark upon our continuing investigation into this hoped for wholesale transformation away from individualism and personal choices to a planned public sector centric economy and society. As we saw in the last several posts, this aim has gone on for decades but whether we know it or not, we are in the final stages.

So let’s go back to 1984 without Orwell to lead us and make it satirical. These have been very real, long term aims. To develop and then unite a new “sophisticated understanding of how the world works with a normative/ethical system that recognizes and addresses those realities.” That would certainly explain why as I traipse around the world via the Internet examining global ed reforms over the last 10 years or so I just keep encountering diagrams of concentric circles with “core values and core beliefs” at the center….

And from an earlier comment HERE: https://stevengoddard.wordpress.com/2015/09/25/obama-agrees-to-let-china-co2-emissions-grow-for-15-more-years/#comment-543050

Look at what Kent Clizbe has said:

He [William R. Russell] was in Russia soon after the Bolsheviks seized power and spent considerable time there, working on Creel propaganda against the Germans, for the Bolsheviks, and later against the Bolsheviks. Russell described how he saw the communist tradecraft:

The way they worked their way to the seizure of power was as follows: Talk about peace, talk about social equality, especially among those most oppressed. Talk about organization of labor, and penetrate into every labor union. Talk on soapboxes. Publish pamphlets and papers. Orate and harangue. Play on envy. Arouse jealousy. Separate class from class. Try to break down the democratic processes from within. Accustom the people to picketing, strikes, mass meetings. Constantly attack the leaders in every way possible so that the people will lose confidence. Then in time of national peril, during a war, on the occasion of a great disaster, or of a general strike, walk into the capital and seize the power. A well-organized minority can work wonders.

Russell’s spot-on understanding of how the communists worked, based on his own on-location observations in Russia during the revolution should have been useful to him during the next two decades of his work at Columbia. Yet, under his nose, communist covert influence agents like George Counts, who was under Russell’s supervision at Columbia’s Teachers College, used the exact tactics he described—talking, publishing, orating and haranguing, breaking down democracy from within, attacking the leaders, making people lose confidence—to destroy American society.

I think this dive shows US science education was intentionally targeted to push an agenda and not science.