z43\doc\web\2000\07\kemet.txt
Subject: Afrocentric Cults & Public Education in Milwaukee (fwd)


Afrocentric Kemet Cult Based Religions: Ausar Auset


For more information on public school curriculum and the teaching of
African cult religions and the Afrocentric religious cult Ausar Auset 
Society contact:


Ausar Auset (Kemet) Society
Zakiya Courtney
2809 N Teutonia Av
Milwaukee, WI 53206
or
The Kemet Black Parents Union
Tony Courtney
ICDP Building Complex
2803 N Teutonia
Milwaukee, WI 53206

or
Try Some Kemet, Afrocentric or Africentric Internet selection criteria:
Ausar Auset, Afrocentric, Egypt, Egyptology, FGM, polygamy, cult,
Yoruba, Nigeria, Rastafarian, Rastafan, Ethiopia, melanin, multicultural,
Athena-Discuss, Kemet, Kamit, Khamit
Martin Bernal, Molefi Kete Asante, Mary Lefkowitz, Leonard Jeffries
Arthur Schlesinger, Portland Baseline Essays, African American Baseline
Essays,
Black Panther, Asa Hilliard
Try combinations of different word combinations of key words, names
and city names should be tried with Afrocentric, Africentric, and
Afrocentrism, African centered


The Kemet Society


The New Kemet Movement is a relatively new separatist (religious)
movement, fifteen to twenty years old, sponsored by the Kemet or
Khamit Society, a secret society of African Americans who preach and
practice the afrocentric doctrine and faith of black separatism,
black nationalism, black apartheid, black racism, and black
supremacy. This nationwide group was nearly successful in gaining
legislation for an all black school district in Milwaukee, Wisconsin
under its leader Howard Fuller through the passage of state
legislation defining apartheid boundaries for an all black school
district in the late 80s. The apartheid legislation had passed one of
the Wisconsin legislative houses and only through the monumental
lobbying efforts of a back principal, Texas Bufkin, who took three
bus loads of black parents to Madison, Wisconsin, during that
historic struggle in the late 80s, to lobby the Wisconsin legislature
against the formation of the all black segregated school district,
did the nearly successful apartheid efforts of Howard Fuller's Kemet
movement fail. So powerful is the Kemet or Khamit Society, Texas
Bufkin was subsequently fired by the school district for her efforts
at reversing the separatist legislation. The Kemet Society today
claims 150 members in the Milwaukee area and over 10,000 nation wide.
The Ausar Auset Society is the local religious Kemet cult in
Milwaukee. Reports of polygamy, female circumcision (FGM), incest,
and child abuse, as practiced by the ancient Egyptian pharaohs and
ruling class of Egyptian elite society, surround the
eclectic/syncretic cult society. The afrocentric revisionist history,
philosophy, education and doctrine and the self-esteem arguments of
afrocentric practitioners is a way for the Kemet (Ausar Auset)
movement to maintain access to public school tax resources to support
their afrocentric heathen and pagan practices of acient Egypt through
vouchers for religious charter and choice schools.


What is the Kemetic Orthodox Faith?
"Kemetic Orthodox" is a term coined by Rev. Tamara Siuda (aus) to
describe the faith structure of ancient Egypt, or Kemet (black), as being
revived today by the House of Netjer. The term is used to distinguish
the practices of the House of Netjer from spiritual practices and
philosophies held by a diverse number of groups and individuals claiming
some part of the Kemetic or Khamitic religious legacy.



Today, those interested in Kemet's religion can be roughly divided into
three groups:


1. "Ancient Egyptian" spiritual and religious organizations;
2. Pan-African/Afrocentric spiritual and religious organizations;
3. Temples of the Kemetic Orthodox faith.


Group 1 is comprised of any group which uses elements of Kemetic
spirituality in addition to other spiritual systems, or has adapted
ancient understandings of Kemetic spirituality (as reflected in the
writings of the ancient Greeks, Romans and Arabs) into modern systems of
religious/mystical thought, using the Kemetic material as an overlay to
an already existing structure. This group includes Neo-Pagans, New Age
or mystic Christians, the Rosicrucians and related organizations, and
certain forms of Freemasonry.


Group 1 can often be identified by its eclectic and syncretic use of
only pieces of the Kemetic religious philosophy, and its general
misunderstanding of the original faith; for example, most Group 1
organizations posit that Kemet was a polytheistic society and attempt to
honor its "gods" in multiplicity and "pantheons," when in fact, the
Kemetic faith is monolatrous and does not support a polytheistic dogma
in and of itself, which was unheard of in Kemet before the Greeks
forwarded the "Hermetic" Egyptian philosophy. The necessity for and
appeal of this eclecticism/syncretism is generally defended by Group 1
organizations with one of two reasons; either because Kemetic society no
longer exists, its philosophies in their original form have no direct
appeal; or that an evolution of religion is necessary in the "modern"
and more individualistic world of today.


Group 2's current main proponent is the Ausar Auset Society and its
titular and spiritual head, King of Kings (Shekhem ur-Shekhem) Ra Un
Nefer Amen. While the Ausar Auset Society comes much closer to the
actual, authentic practice of Kemetic religion than do most (if any)
Group 1 organizations, the Society's stated purpose is the revival of
Black African spirituality as a whole and Afrocentric spirituality in
particular. In his seminal work, Metu Neter, Ra Un Nefer Amen states
that his faith is "...a practical syncretism of the best that the
Kamitic (ancient Egyptian), the Dravidian (Black India), and the
Canaanite (the true authors of Kabala) religions have to offer." [1] As
an amalgamated religion, this "Kamitic" faith does not fit the strict
definition of the Kemetic Orthodox designation and must therefore be set
in a separate category.[2]


Group 3, the Kemetic Orthodox temple, is neither eclectic nor elitist.
While Kemetic Orthodox priests work from the ancient texts for a
complete and accurate reconstruction of the spiritual foundation of
Kemet, and permit no "revision" or changing of time-honored rites[3], we
do not consider ourselves "elite" in the sense that we are superior to
any other faith or even, necessarily, to any group that is working with
Kemetic material. Spiritual decisions are best made between a person and
his or her Deity and should not be dictated by men; the only "one true
way" a Kemetic Orthodox claims is that the Kemetic Orthodox is right for
him or her, because (s)he has chosen it, forsaking all others; and
within the faith itself, we acknowledge the work of our ancestors and
our elders and defer to their wisdom.


In perhaps its only sharp contrast to the Kemetic faith as practiced in
antiquity, the Kemetic Orthodox faith today is very small. In Kemet,
this spiritual system was so well received and so widely acknowledged
that it did not even need a name (and in fact, the term Kemetic Orthodox
was created because there is no indigenous name for the religion within
its own language). Today, this faith is not practiced at all in Egypt,
and elsewhere in the world, we know only of two temples fitting the
description: the House of Netjer and Ordo Servorum Isidis, both located
in the United States of America. [5]


What do Kemetic Orthodox believe?


While the Kemetic Orthodox faith is not a revealed or scriptural
religion (where Deity Itself has written a holy book or books describing
the life of the followers, such as Christianity), a wealth of
information exists to show the Kemetic philosophy, and from these
ancient texts, some statements of belief, while in no way a "creed," can
be related.


MONOLATRY
The Kemetic Orthodox religion is monolatrous. As in Hinduism, another
monolatrous spiritual system, we believe in one Deity, ("Netjer" in the
ancient language), expressed in our reality in a myriad of Names or
forms. Each is worshipped singly, and one set of rites is used for all
Names of Netjer, which are considered to be the One when worshipped.
There is a tradition of "triads" or "trinities" as in the Christian
faith, where three forms of God are seen to be mystically one; two of
the best-known Kemetic triads include Amen-Mut-Khonsu and
Ptah-Sekhmet-Nefertem. No less than a few thousand known Names of Netjer
can be attested in ancient texts, though in practice, about a dozen or
so became popular enough across Kemetic history to be given "national"
status.


This "One and the Many" [5] concept is acknowledged to be a human
creation. The Names have attributes and "personalities," whereas Netjer
in Its abstract form is beyond our comprehension. Hence, Netjer is
propitiated and honored through ritual and rites geared to Its knowable
forms.


MA'AT AND ETHICS
In the absence of holy scriptures to direct the faithful, Kemetic
society encouraged the recording of oral teachings of sages. These
"wisdom texts" proliferated throughout the Old Kingdom and most were
written down for the first time in the Middle Kingdom. The authors of
the texts speak of the maintenance of Ma'at, the world order embodied in
both the concept and the Name of Netjer associated with truth, justice
and "what is right." Ma'at is maintained by humans by right action and
honoring Netjer as well as one's fellow man, the earth and one's elders;
the wisdom texts resemble the Biblical book of Proverbs (the teachings
attributed to the Old Kingdom vizier Ptah-hotep may, in fact, have been
a prototype for the Proverbs, as they are remarkably similar in layout
and function). Today, the wisdom literature forms an important part of
temple teachings.


PERSONAL PIETY
Ma'at is not self-dependent; it must be maintained in the universe and
this is accomplished by acts of ritual and right living. This "personal
piety" is a characteristic of many other faiths, most of which are
Eastern in origin, and distinguishes it from the revealed faiths, in
that the responsibility for communion with Deity is on the shoulders of
humans, who must approach Deity, rather than the other way around. An
offshoot of this philosophy is that there is no discernible difference
between the "sacred" and the "secular" as there is within some other
religious philosophies, as everything is done according to Ma'at and in
the presence of Netjer.


AFTERLIFE BELIEFS
This is perhaps one of the most misunderstood parts of the Kemetic
religion, and in fact, it is not entirely clear in the archaeological
record. Over three thousand years, the understanding of death and its
antecedents in Kemetic life underwent some changes, from originally
being a rather abstract idea that one joined one's ancestors in the sky

as a star, watching over their progeny, to a belief in the resurrection
of the soul in a blessed land in the presence of Deity (heavily
influencing Christianity, as Judaism has no "heaven"). Some texts
indicate the possibility of reincarnation, stating that a soul can be
"reborn, like Ra, in the morning." The House of Netjer has taken an
amalgamated approach to the concept, believing, as did the ancients,
that one will be held accountable for one's actions on earth after death
in the Hall of Truth; and beyond that, the choice of the two
alternatives (to the Boat of Ra and thence reincarnation; or to the
Blessed Fields of Wesir) will be up to the individual and Netjer itself.
Contrary to popular belief, the Kemetic faith is not a death-cult and
truly, life is much more of something to be concerned with than what
happens to us upon dying; our focus is on life, now.


Additional information on Kemetic religion is included in the FAQ
(Frequently Asked Questions) file elsewhere on this site.


Footnotes:


[1] Metu Neter, part 1: Introduction.


[2] Group 2 organizations are often controversial as many of them seek
to revise long-held beliefs and historical data in the interest of
political correctness and an acknowledgement of the original racist bias
in Egyptology. While we agree that grievous wrongs have been done in the
name of race, and that understanding needs to be achieved to accomplish
any degree of harmony, this is a modern (i.e., the last few centuries)
issue, and not a Kemetic one. We do not believe bringing racial
background into Kemetic religion is useful or warranted, as the ancients
had no concept of "race" as we see it today and would have been offended
at any group, on any side of the issue, trying to exclude another by
insisting that only persons of one ethnic background were "entitled" to
worship. The House of Netjer reflects the ancient concept, in that what
is important is where one comes from, not what color one's skin is;
members hail from a number of ethnic groups and several continents.


[3] As we are directed in the priestly instructions carved into the
walls of the Temple of Heru (Horus) at Edfu: "Do not carry out the
divine service according to your own fancy. Of what profit, then, is it
for you to gaze upon the ancient writings, if you have taken the ritual
of the temple into your own hands?" The Kemetic Orthodox faith honors
Kemet's four-millennium-long tradition of making no changes to the rites
and services of the faith except as directed through Netjer itself in
oracle and divination; and even then, only with the utmost caution and
respect and as conservatively as possible.


[4] The Ordo Servorum Isidis has no connection with the House of Netjer,
but its organization is well-known to us. Based in Rhode Island, this
group which began as a revivalist Isis-cult (Greco-Roman) has now
started to translate and transcribe more ancient rites and is working in
the same fashion as House of Netjer to reclaim the ancient faith, with
emphasis on New Kingdom and later materials at present. Interested
individuals can contact the OSI through its director, James Lyman III at
Isidorus@aol.com.


[5] from The One and the Many: Conceptions of God in Ancient Egypt, by
Erik Hornung (Cornell Press); the first scholarly Egyptological work to
acknowledge Kemetic religion's monolatrous nature.


Return to Main Page. 


Selected Ausar Auset Society Gods of Egypt
Ausar (Osiris)
The god of the dead, and the god of the resurrection into eternal life;
ruler, protector, and judge of the deceased, and his prototype (the
deceased was in historical times usually referred to as "the Osiris").
His cult originated in Abydos, where his actual tomb was said to be
located.


Osiris was the first child of Nut and Geb, thus the brother of Set,
Nephthys, and Isis, who was also his wife. By Isis he fathered Horus,
and according to some stories, Nephthys assumed the form of Isis,
seduced him thus, and from their union was born Anubis.


Osiris ruled the world of men in the beginning, after Ra had abandoned
the world to rule the skies, but he was murdered by his brother Set.
Through the magic of Isis, he was made to live again. Being the first
living thing to die, he subsequently became lord of the dead. His death
was avenged by his son Horus, who defeated Set and cast him out into the
desert to the West of Egypt (the Sahara).


Prayers and spells were addressed to Osiris throughout Egyptian history,
in hopes of securing his blessing and entering the afterlife which he

ruled; but his popularity steadily increased through the Middle Kingdom.
By Dynasty XVIII he was probably the most widely worshipped god in
Egypt. His popularity endured until the latest phases of Egyptian
history; reliefs still exist of Roman emperors, conquerors of Egypt,
dressed in the traditional garb of the Pharaohs, making offerings to him
in the temples.


See also Anubis, Horus, Isis, Nephthys, Set below.
---------------------------------------------------------------
Auset (Isis) 
Perhaps the most important goddess of all Egyptian cult religions, Isis
assumed, during the course of Egyptian history, the attributes and
functions of virtually every other important goddess in the land. Her
most important functions, however, were those of fertility, marital
devotion, healing the sick, and the working of magical spells and
charms. She was believed to be the most powerful magician in the
universe, owing to the fact that she had learned the Secret Name of Ra
from the god himself. She was the sister and wife of Osiris, sister of
Set, and twin sister of Nephthys. She was the mother of Horus the Child
(Harpocrates), and was the protective goddess of Horus's son Amset,
protector of the liver of the deceased.


Isis was responsible for protecting Horus from Set during his infancy;
for helping Osiris to return to life; and for assisting her husband to
rule in the land of the Dead.


Her cult seems to have originally centered, like her husband's, at
Abydos near the Delta in the North (Lower Egypt); she was adopted into
the family of Ra early in Egyptian history by the priests of Heliopolis,
but from the New Kingdom onwards (c. 1500 BC) her worship no longer had
any particular identifiable center, and she became more or less
universally worshiped, as her husband was. 


See also Horus, Osiris.
----------------------------------------------------------
Pharaoh
(deified kings)


Fromearliest times in Egypt the pharaohs were worshipped as gods: the
son of Ra, the son of Horus, the son of Amen, etc. depending upon what
period of Egyptian history and what part of the country is being
considered. It should be noted that prayers, sacrifices, etc. to the
pharaohs were extremely rare, if they occured at all - there seems to be
little or no evidence to support an actual cult of the pharaoh. The
pharaoh was looked upon as being chosen by and favored by the gods, his
fathers.


Summaries of all notable Egyptian Gods
Last revised February 14, 1996


THE AFRICENTRIC (Afrocentric) COMMUNITY
All Black people in this country, some more than others, are suffering
from the effects of centuries of eurocentric brainwashing; we are all
the victims of a multi-faceted and intensive self-hate program. As a
result, the vast majority of us prefer a trivia promoting media rather
than the wake up program prescribed by The Alarm. This is considered
by many Black people to be too political, too radical, too Black.
However,
we know that our readership is going up daily, as more and more Black
people take stock of our reality in Britain, and world-wide, and begin to=


see through the illusion of the 'feel good factor' as promoted by The
Voice, for example.


Therefore, The Alarm has deliberately avoided trying to be all things to
all men (or women) in the Black community. Instead we seek to represent
the views and further the cause of the ever growing pro black or
Africentric (Afrocentric) community.


The Africentric community is a difficult thing to define, but we have
identified five traits in individuals and organizations which help us to
define our constituency. These are:


A race first philosophy, a race first consciousness, a race first
ideology, a race first identity, and a belief in a one race
(black) racial superiority


A belief in the idea of Pan-Africanism or a single (monolithic) African
culture and identity


A commitment to putting the principles of Black economic independence
into practice


A belief in some form of African spirituality (or belief in the
Oneness of an Africentric God or deity) and a race based
religious identity. A belief in ancestor worship and a 
reverence for racial idolatry


An open recognition that the system of white supremacy is the greatest
threat to the long-term existence of the African race, that all
elements of Satan upon earth manifest themselves in the actions 
of white people and the white or european race


-------------------------------------------------------------------


Internet Almalgamated Construct




Education Reform for the New World Order
by Albert James Dager


Media Spotlight: A Biblical Analysis of Religious and Secular Media
P.O. Box 290 Redmond, WA 98073-0290
A SPECIAL REPORT
pp. 7-14 


THE ROOTS


At the heart of education restructuring in the United States is an international curriculum. It is, in fact, identical to the United Nation's Global Education Project.


The Global Education Project


On October 11, 1989, Carlos Jose Guiterrez , the United Nations Ambassador from Costa Rica, issued a letter to the General Assembly. The letter was entitled "Achievements of the International Year of Peace."




I have the honour to transmit to you, together with pertinent information, the text of the Declaration of Human Responsibilities for Peace and Sustainable Development, which was adopted at San Jose', Costa Rica, during the Conference in Search of the True Meaning of Peace, held from 25 to 30 June 1989.
The Declaration of Human Responsibilities for Peace and Sustainable Development affirms that "All individuals have the right to development, the purpose of which is to promote attainment of the full potential of every person." (37)
The Declaration contains four chapters of essentials for attaining its goals. These are, "Unity of the World," "Unity of the Human Family," "The Alternatives Facing Mankind and Universal Responsibility," and "Reorientation Towards Peace and Sustainable Development." (38)


These Four chapters affirm the belief that all mankind must strive for complete unity with nature. No form of life is to be considered above any other form: 




Every manifestation of life on Earth is unique and essential and must therefore be respected and protected without regard to its apparent value to human beings. (39)


Such a statement carries deep meaning in light of current trends in ecological correctness. Humanity is being shuttled toward global interdependency based on the evolutionary belief that all life forms are of equal value--human life is really of no greater value than that of animal or plant life. We are being bombarded with legislation enacted in fear of well-financed environmental groups whose purpose is to protect Mother Earth from the ravages of her only scourge, mankind. 


I am not suggesting that there are no genuine ecological concerns. But at the heart of this Declaration and of the education restructuring movement lies nature worship. This will be shown as we progress toward the ultimate source of the restructuring movement. A clue to the connection, however, is found in Ambassador Guitierrez's letter which prefaces the Declartion adopted at the Conference in Search of the True Meaning of Peace:




Present at the Conference were eminent persons involved in the study of this important question, which is attracting increasing interest from day to day. His Holiness Tenzin Gyatso, the 14th Dalai Lama of Tibet, Monsignor Roman Arrieta, Archibishop of San Jose', who read out a message from His Holiness John Paul II, as well as Mr. Robert Muller, a member of the Council of the University for Peace and former United Nations Assistant Secretary-General in charge of the observance of the United Nations, Mr. Jaime Montalvo, Rector of the University for Peace, and Mr. Rodrigo Carazo, president of the Council of the University for Peace. (40)


The University for Peace is more than an obscure little school in Costa Rica. It is a model for global education and a source for teacher training and curriculum development in every nation. It was created by the United Nations General Assembly on December 5, 1980, and formulated the Global Education Project. The University for Peace authorized a Project Design Team to "proceed with the development of a Global Education Program for Peace and Universal Responsibility (GEPPUR or The Program)." (41)




The long range mission of the Global Education Project is:
To design and implement a Global Education Program for Peace and Universal Responsibility which fosters the consciousness of peace and universal responsibility within each member of the Human Family. 
The short range mission of the Project Design Team is to complete Phase One of this Project. Its immediate task is two-fold:
To design a blueprint for a Global Education Program for Peace and Universal Responsibility.
To design a conceptual framework which can be used by teachers and administrators as a model and context for creating indigenous curriculum materials which foster universal responsibility. (42)


The Global Education Project is based on former UN Assistant Secretary-General Robert Muller's World Core Curriculum:




The historical context for the program is based on the generic World Core Curriculum created by Dr. Robert Muller in 1982 when he was Assistant Secretary-General of the United Nations. In his present post as Chancellor of the University for Peace, Dr. Muller has reiterated his dream of a global education program. In June 1989, at the Seeking the True Meaning of Peace Conference, co-sponsored by the University for Peace, the Government of Costa Rica, the United Nations Development Program, the United Nations Population Fund, and other Costa Rican and international organizations, Dr. Muller uttered this prophetic challenge:
...We need a new world education. Global education, namely the education of the children into our global home and into the human family is making progress. But we have to go beyond. We need the cosmic education foreseen by the religions and by people like Maria Montessori. We need a holistic education, teaching the holism of the universe of the planet. (43)
The Robert Muller School is a "participating institution in the Unesco Associated Schools Project in Education for International Co-operation and peace." (44)
The idea for the school grew out of a desire to provide experiences which would enable the students to become tue planetary citizens through global approach to education." (45)


The philosophy of America 2000 is essentially the same as that of the Robert Muller School. Both of predicated upon the global approach to education, stressing thinking skills rather than that academics. Both are designed to instill non-competitive group consciousness, critical thinking, and global citizenship, and are virtually the same in every respect. The instructional process for both blends the affective and cognitive with emphasis on the child's emotional and intellectual abilities. The World Core Curriculum Manual states:




The goals set up to guide this learning process were as follows:




(1) Assisting the child in becoming an integrated individual who can deal with personal experience while seeing himself as part of "the greater whole." In other words, promote growth of the group idea, so that group good, group understanding, group interrelations and group goodwill will replace all limited, self-centered objectives leading to "group consciousness."
(2) Providing experiences which give the child new values to meet an everchanging world situation.
(3) To make available to the child the opportunity to become a planetary citizen through study of global issues--all peoples of all nations make our planetary family.
(4) To aid the child in developing and maintaining a balance between his spiritual, mental, emotional, physical and academic development...(46)




The functioning of the teacher in this process was:...
(3) To help the child observe and understand his own inner values. (47)


As we've said, an essential element of the new educational process in the United States is values clarification. It must be, because in order to mold the child into a world citizen, his values must be divorced from those of the "old order," that is, his parents. We will se as we progress that there is an esoteric purpose to this. When the World Core Curriculum says that the purpose of education is to aid the child in spiritual development, it is saying that the child's own values must be brought out.








Yes, the global education must transcend material, scientific, and intellectual achievements and reach deliberately into the moral and spiritual spheres...
[Man} must perceive his right, miraculous place in the splendor of God's creation. We must manage our globe so as to permit the endless stream of humans admitted into the miracle of life to fulfill their lives physically, mentally, morally and spiritually as has never been possible before in our entire evolution. Global education must prepare our children for the coming of an interdependent, safe, prosperous, friendly, loving, happy planetary age as has been heralded by all great prophets. The real, the great period of human fulfillment on planet Earth is only now about to begin. (48)






When Muller and his followers speak of God, they are not speaking of the Christian God of the Bible. The "planetary age" is the Age of Aquarius, and the "great prophets" are the adepts of the world's religions. Muller is an evolutionist who believes man is about to take the quantum leap toward becoming an entirely new species, thus transforming the earth into the "planet of God."




Once again, but this time on a universal scale, humankind is seeking no less than its reunion with the "divine," its transcendence into ever higher forms of life. Hindus call our earth Brahma, or God, for they rightly see no difference between earth and the divine. This ancient simple truth is slowly dawning again upon humanity. Its full flowering will be the real, great new story of humanity, as we are about to enter our cosmic age and to become what we were always meant to be: the planet of God. (49)








Muller, then, perceives that the Hindus are correct in calling the earth God. This is the foundation upon which today's radical environmental movement rests. Ecological awareness is a "main thrust" of the new education. (50) This is true not only of Muller's thinking, but many of the America 2000 documents and other approaches toward the new education.


The ecological movement today is not a sensible approach toward management of the earth's resources, but a striving for spiritual "at-one-ment" with nature--a unified world system where the individual is subordinated to the whole. Education under the direction of the United Nations will lead the way to that realization.




Right human relations require that we tell the children how they should relate to the skies, to the stars, to the sun, to the infinite, to time, to the human family, so their planet and to all their human brethren and sisters...
This will require a real revolution in education, which will happen sooner or later. Education is really the key to our future. Former Secretary General U Thant, who was a teacher, often said to me: "Robert, we are too old to bring about the necessary changes in the world. Only the younger generation can do it. And, for that, education is the key." This is why he supported so strongly international schools and proposed the creation of a united Nations University, which exists today. He dreamed that one university on this planet would give all other universities the global views, inspiration and curricula needed for a peaceful society and right human relations. (51)





<conflictresolution.htm>Yes, global education must transcend material, scientific, and intellectual achievements and reach deliberately into the moral and spiritual spheres. (52)




<world_religion.htm>Someday our planet will be a world spiritual democracy. (53




Yes, we must join our Hindu brethren and call henceforth our planet "Brahma" or the Planet of God. (54)


Of the "gifts of the spirit" (Man's spirit), the World Core Curriculum says:




All these gifts of the spirit enable one to become a potent force for bringing about the right human relations upon this planet. That is, right human relations with all the kingdoms in nature. (55)






While secularism has held sway for a number of years in our education system, secularism was meant for one purpose; to do away with the old forms of spiritual values in order to make way for the new. It created a vacuum which will be filled with a new spirituality based on a pantheistic view of nature, and upon self as God.


Within the tearing down of the atheistic strongholds in the former Soviet Union was created a spiritual vacuum that is now sucking in every religious ideology. While Christians rejoice that the Gospel may now be declared openly, so, too, can every other religious philosophy. And since only the Gospel is antithetical to all other religious philosophies, it is only a matter of time before the door closes once more. Only this time it will be closed on the true Gospel.


So again, when Muller speaks of God, he isn't speaking of a transcendent, personal God who is distinct from His creation. Muller is speaking of a universal "all-mind" which permeates the very creation itself. It is a pantheistic god: God is everything and everything is God. In the process of bringing children into their self-realization as God, the World Core Curriculum promotes eastern meditation techniques, including "<conflictresolution.htm#guided fantasy>guided fantasies into space." (56) This is a description of astral projection of "out of body" travel.
We can see the genesis of the emphasis on ecology and spiritualism in the new education. Within the scope of spiritualism lie the "intuitive" gifts or talents. Thus we also find a strong emphasis on music, art and related disciplines. The belief is that these intuitive gifts reveal man's higher nature, as opposed to the more pragmatic academic disciplines. These academic disciplines must be brought within the covering of the spiritual or intuitive.








Year after year, governments increase the scope of the United Nations/ work and improve through it their perception of the total reality. This is one of the most prodigious and amazing stories the earth ahs ever seen. Alas, it is understood by only a very few. But there are two fundamental differences with the past: first, the UN and every nation must integrate the achievements of science and technology within a broader moral and spiritual dimension; and second, while most religions were born in localized, different regions and cultures, this time the story comes from a center, from the place of convergence of all human problems, dreams, aspirations and exertions...
But the religions and the prophets, the poets and the artists did not need a United Nations, a world organization, conferences or experts to help them discover the truth. They saw it straight with their own hearts, with an internal vision, with an instinct that went right to the core without getting lost in all the convolutions of the mind. They all gave us generally correct codes of conduct, codes of internal serenity, codes of happiness, codes for the highest fulfillment of the miracle of life. 
This is why we must listen attentively with all our minds, hearts and souls to what the great religions and spiritual leaders have to say. ((57)




The spiritual leaders are those of the major world religions. Muller believes that the United nations is the catalyst for bringing about their aspirations:




How happy the Gautama Buddha, Jesus and Mahomet would be if they could see the United Nations! This is why Pope Paul VI when he visited the UN described his trip as "the end of a journey that started two thousand years ago." For the first time the dream of the Catholic (Universal) Church was fulfilled: Its Pope could speak to the Assembly of all nations of earth. He asked therefore in moving terms for the support of the United Nations...And Pope John Paul II after his resounding visit to the United Nations, when he left, repeated several times, with tears in his eyes, looking back at the UN buildings: "God bless the united Nations, God bless the United Nations." (58)


Muller's lengthy tenure with the United Nations, his prestige and his spirituality paved the way for his influence in the establishment of the United Nations University in Costa Rica. Theylikewise are the bsis for adoption of the World Core Curriculum of the Robert Muller School by the Global Education Project.
The Robert Muller School received accredidation with the Southern Association of Colleges and Schools for the State of Texas. Accredidation Team Chairperson, Eileen Lynch, said:








The Robert Muller School, founded in 1981, provides an educational alternative to students because the parents, faculty, and childrenof The School of Wisdom believe that a global curriculum is essential to meet the needs of a rapidly changing society and the interconnectedness of the global community. The most current educational processes recommended by the most advanced research on brain-mind and human development are being used to enhance the mental, physical, and spiritual development of each child. The school serves the needs of students whose parents have been involved in studies of education for the new age through the adult School of wisdom which includes students from the Dallas-Fort Worth metroplex. (59)






In addressing the school's philosophy and objectives, Lynch stated:




The focus of the stated philosophy and objectives is the development of each individual student to reach his or her highest potential as each evolves to a fully functioning adult capable of providing valuable service to his or her community and the human family holistically. (60)


The School of Wisdom is a dispenser of New Age philosophy rooted in eastern mysticism. The influence that the Robert Muller School wields can be seen in the Global Education Project:










The following assumptions are fundamental to understanding the nature and scope of the Global Education Project.




1. A major paradigm shift is occurring as nation states are rapidly becoming a global community.
2. The answers and strategies of the past are often inappropriate to the needs of the present and are unable to supply solutions to the problems of the present and the future.
3. While historically, the primary locus of responsibility for peace and a sustainable environment has been placed on governments, the time has come to balance this with the responsibility of each inhabitant of the planet tolive in a way that promotes peace and supports a sustainable environment. 
4. Toward this end the greatest untapped resource of the planet is the potential of the human mind and spirit and the innate yearning in each person for peace and meaning. Today, this applies in a particular way to the children of the world whose responsibility it will be to insure a peaceful and sustainable future for life on our planet.
5. The present generation must provide these children with the insight, knowledge and skills required to create their own future--a future that is based on cooperation, inter-dependence and ecological sensitivity.
6. Implicit in this necessity is the recognition that such responsibility can emerge and be nourished only i the context of altruism, compassion, and love.
7. To accomplish this requires a new understanding of the role of education in a culture, i.e., a new mission. A new mission requires both new educational content and new methodologies--content and methodologies which provide students with the insight, knowledge and skills required to create their own future. (61)






Among the short-range goals for the Global Education Project is the following:






To pilot test this framework from September 19991 to June 1992 with schools from various countries for which contacts and interest already exists. These include countries from each of the six contents and the major bioregions on the Earth. (62)














America 2000 is slightly behind this "pilot test" for the simple reason that the scope of restructuring is too ambitions to have been implemented so quickly. Yet to have it adopted within three years from the proposal of the Global Education Project indicates that the mechanism for restructuring was already in place in the United States. In fact, teachers have been prepared for this restructuring through the teacher training programs at the major universities for decades. It is only now that the full scope of their training is being revealed.
Even the basis of America 2000s required on-going adult education is found in the Global Education Project. One of its short-range goals is




To develop four developmentally-oriented training manuals (birth-7, 8-14, 15-21, adult) which will become the training and resource manuals of the Program. (63)






Behind the Global Education Project we find, besides Robert Muller, several other persons of like philosophy who completed the Design Teams.




Abelrdo Brenes, Ph.D. (Psychology) Project Coordinator: Edward T. Clark, Jr., Ph.D. (Educational Administration); Mary Dower, Ph.D. (Education; Philip S. Gang Ph.D. (Philosophy of Education; Nina Lynne, Ed.D. and C.A.G.S. (Education, Special Education, School Administration and School Psychology); Doroghy J. Maver, Ph. D., (Education). (64)


All these members of the Design Teams for the Global Educatio Project are strong proponents and activists for globlism and New Age philosophy. This can be seen by the resume' portion of the Global Education Project, "Mission Statement," published by the U.N. University of Peace. Dorothy J. Maver especially deserves scrutiny.


Maver is the co-founder and executive director of the Seven Ray Institute and University of the Seven Rays, a non-profit, tax-exempt, educational corporation with branches in the U.S., Australia, Canada, New Zealand and in the former Soviet Union. She offers workshops to studetns and teachers, incorporating brainresearch, transformational kinesiology, and utilizes her original psychological instrument for self-understanding and vocational counseling, The Student Identity Profile. She presently serves as an adjunct faculty member at Kean College of New Jersey where she supervises student teachers during their field experience and offers teachertraining seminars. She also serves on the steering committee of the Global Alliance for Transforming Education. (65)


Until now I have merely hinted t the occult roots of education restructuring. I wanted to first lay a groundwork of easily traced paths from America 2000 and other united States restructuring plans to the United Nations Global Education Project to Dr. Robert Muller and the World Core Curriculum, and finally to Dr. Dorothy J. Maver and her "Seven Rays" educational theory, which we will be addressing.


From this point we will examine Dr. Maver's and Dr. Muller's New Age occultism. We will find that the true source of education restructuring has nothing to do with education in the academic sense, but education in the philosophical and esoteric religious sense. Both Dr. Maver's and Dr. Muller's concepts which form the basis of this new education model are taken from the writings of Alice A. Biley. In the preface to The Robert Muller School World Core Curriculum, we read:








The underlying philosophy upon which The Robert Muller School is based will be found in the teachings set forth in the books of Alice A. Bailey by the Tibetan teacher, Djwhal Khul (published by Lucis Publishing Company, 113 University Place, 11th Floor, New York, NY, USA 10083) and the teachings of M. Morya as given in the Agni Yoga Series books (published by Agni Yoga Society, Inc., 319 West 107th Street, New York, NY, USA 10025). (66)






Alice A. Bailey was a disciple of Helena P. Blavatsky, the main founder of today's TheosophicalSociety. Bailey claimed to be a channel for an ascended master named Djwhal Khul, also known as "The Tibetan." Her writings were nother own, but were messages given in the spirit by Djwhal Khul who had chosen her as a vehicle through which he would impart The Plan of "the Hierarchy." The Hierarchy is allegedly a group of ascended masters--beings who have attained a high degree of evolutionary perfection releasing them from bondage to the material world. They are said to exist in the spirit realm as guides for man's evolutionary journey. 


Thus we've arrived at the final link in the progression from inception to culmination of educational restructuring. That final link is a spirit entity known as Djwhal Khul (or so we're told by Alice A. Bailey.) Whether the original source was a demon or Bailey herself, the fact remains that the new curriculum is based on the "Ancient Wisdom" of the mystery schools. While claiming to be scientific and not religious, this philosophy intrudes into every area of the spiritual. 


Besides Dr. Muller, Dr. Dorothy J. Maver is perhaps the next most significant person to consider in relation to the philosophy behind the restructuring education. This is due to the influence of her psychological theories in the New American Schools strategy. Her seven rays hypothesis states that each person has more than one intellitence, known as "rays" that determine their evolutionary destiny. Says Dr. Maver in Esoteric Psychology:




This article is the third in a three-part series, addressing Education in the New Age: A Seven Ray paradigm in the Educational Setting. It is suggested in The Rays and the Initiations (Bailey, 1960, p. 474) that the new education will emerge when educators speak in terms of "bridging". It is exciting to note such is the case...
Counseling is an integral aspect of education, and professionals utilize many psychometric tools in order to effectively and realistically guide students in terms of course selection, vocation and social adjustment. For those involved in the new psychology (esoteric psychology) there is a strong need to describe the various energy fields of the human bieng (sic) and their qualities. Since one of the most effective means of determining psychological tyhpology is the self-report inventory, the Student Identity Profile is offered as a means of evaluating and understanding students based on seven fundamental qualities (rays) which account for basic differences in charcter...
Dr. Michael Robbins developed the Personal Identity Profile (PIP), an instrument designed to assist adults in determining the predominant rays in their energy system. This article reports on research conducted to develop the Student Identity Profile, (an abridged PIP) at the high school reading level. (Emphasis in the original) (67)












Maver reveals the source of the seven rays concept to be Alice A. Bailey--the same as that of the World Core Curriculum of Robert Muller School:




The works of Alice A. Bailey, 24 books written over a period of 30 years, contain the basis for the Student Identity Profile, particularly the information regarding the seven fundamental qualities or rays. The seven rays are:
Ray 1--Will and Power
Ray 2--Love and Wisdom
Ray 3--Active Intelligence and Adaptability
Ray 4--Harmony through Conflict
Ray 5--Concrete Knowledge and Science
Ray 6--Idealism and Devotion
Ray 7--Organization, Ceremony, Ritual (68)




The Personal Identity Profile is based primarily on the seven ray model as presented in Educational Psychology I& II by Alice A. Bailey (1962, 1970) and as discussed in Psychosynthesys Typology by Robert Assagioli (1983). (69)


















The purpose of the new education is to profile every child according to the ray which dominates his intelligence. For example, a person with a dominant Ray 7 would be profiled as a cleric or priest, the particular religious belief being of no consequence. A person with a strong Ray 4 might be profiled as a diplomat, Ray 5 as a scientist, etc. Based on the profile established through psychological testing the child will be funneled into the job or career classification to which he is best suited. The seven rays are also known as "multiple intelligences" and are mentioned in several restructuring plans within America 2000:




The central organizing concept of our design for New American Schools is expeditionary learning, that broad range of intelligences and relationships necessary to generate, undertake and compelte the arduous challenge of an intellectual and experiential expedition whether it lasts one day or six weeks. (70)




Odyssey Schools will subscribe to the theory of multiple intelligences and will seek to develop each student's unique talents. At each level of schooling diagnostic criteria and specific performance outcomes will be designed to address each of at least seven distinct intelligences. (71)






Is it coincidence that the America 2000 Design teams postulated a "seven intelligences" model similar to that of Alice A. Bailey's seven rays?


HOLISTIC EDUCATION


We've seen that the basis for all education restructuring is "holistic," that is, viewing life on the planet as interconnected, with no life form having any greater standing than any other life form. This, in turn, is based on the evolutionary view of life. But it is not a secular humanism that is in question. It is cosmic humanism: the belief that all life forms are evolving to higher states of consciousness. Mankind, though representing the highest mental consciousness on earth, is yet deficient in his attainment of perfection. That is to be overcome through the next stage of evolution which will see the emergence of a new species of human being--a true planetary citizen that is psychologically, spiritually and physically superior to present mankind. The hope for that quantum leap to perfection lies in the upcoming generation--the generation that will usher in the New Age on a global scale.



This is why children are to initiate their own course of study and develop their own values. It's believed that their inner beings hold the seeds of man's redemption. Holistic education is not merely how a child studies, but how the child is studied. It has little to do with academics and everything to do with creating a new species of human being. We learn this from Alice A. Bailey (or Djwhal Khul) in Education in the New Age:


"The time is coming when all children will be studied in the following directions:
1. Astrologically, to determine the life tendencies and the peculiar problem of the soul.


2 Psychologically, supplementing the best of modern psychology with a knowledge of the Seven Ray types, which colours Eastern psychology.


3. Medically, with special attention to the endocrine system, plus the usual modern methods in relation to eyes, teeth and other physiological defects. The nature of the response apparatus will be carefully studied and developed.


4. Vocationally, so as to place them later in life where their gifts and capacities may find fullest expression and enable them thus to fulfill their group obligations.


5. Spiritually. By this I mean that the apparent age of the soul under consideration will be studied, and the place on the ladder of evolution will be approximately noted; mystical and introspective tendencies will be considered and their apparent lack noted.
"Coordination between:
a. Brain and the response apparatus in the outer world of phenomena,


b. Brain and desire impulses, plus emotional reactions,


c. Brain and mind and the world of thought,


d. Brain mind and soul,


will be carefully investigated so as to bring the entire equipment of the child, latent or developed, into functioning activity and to unify it into a whole."[72]


"One of the major functions of those who train the infant minds of the race will be to determine, as early as possible in life, which of the seven determining energies are controlling in each case. . . . A child's note and quality will be early determined, and his whole planned training will grow out of this basic recognition.[73]


Does this sound as if your child will be some sort of guinea pig? If you understand that the new education has less to do with academics than it does with New Age evolutionary theory, the answer is yes.




"The true education is consequently the science of linking up the integral parts of man, and also of linking him up in turn with his immediate environment, and then with the greater whole in which he has to play his part."[74]


It will be argued that the value of the individual is repeatedly stressed through-out America 2000 and other education restructuring plans. But so, too, is the value of the individual stressed by Djwhal Khul:


"Two major ideas should be taught to the children of every country. They are: the value of the individual and the fact of one humanity." (Emphasis in original)[75]


The world planners would have us believe that they value individual lives. Well, they do. But only within the context of their value to the global community. Every individual is valuable only in regard to the whole. Apart from the whole he has no value. Thus, any individual who does not fit into the New World Order will be considered expendable. And if he lacks any redeeming qualities that would make him valuable to the whole, he will be liable for termination.


This is not hypothesis; it is rife within the teachings of the New Age. Christians, especially, are viewed as a hindrance to humanity's achievement of the quantum leap toward a new species. We are a hindrance because our beliefs do not fit in with the New Age; they had their value in the previous "Piscean Age," but they have no value for the "Aquarian Age," into which the earth is now passing.


Understand, though, that certain New Agers do not see the purging of the earth of old, "crystallized" forms (Christianity), as necessarily evil. They believe that those of us who are lagging behind their agenda will be served by being put to death, simply because we will have the opportunity to return at a later stage in our evolutionary journey. We will, in our next incarnation, be more ready to accept the New World Order since we will be educated to fit into the mainstream. We will, in fact, return as a new species:




"We are laying the foundation for the emergence of a new species of human being--a more highly evolved unit within the human family."[76] In the Hierarchy's view of humanity, we are "units," "human resources," merely one part of a greater whole.


Djwhal Khul infers that, unless we are made a part of the group consciousness, we cannot be considered truly human:


"We must strengthen those aspects which are good and desirable; we must develop the new attitudes and techniques which will fit a child for complete living and so make him truly human--a creative constructive member of the human family. The very best of all that is past must be preserved but should only be regarded as the foundation for a better system and a wiser approach to THE GOAL OF WORLD CITIZENSHIP." (Emphasis in the original)[77]


Here, again, we see a consistent pattern with the goals of America 2000, not only in world citizenship, but in parenting. Djwhal Khul further states:


"Education is a process whereby the child is equipped with the information which will enable him to act as a good citizen and perform the functions of a wise parent."[78]


Remember that Djwhal Khul's words were penned by Alice Bailey in 1954. His (or her) words were prophetic:


"In the future, education will make a far wider use of psychology than heretofore."[79]


Has this not come to pass? Have we not seen that educational restructuring is predicated upon psychological theories, and wide use of school-based psychological counseling? Is it not also predicated upon the idea that the old method of learning is obsolete and must be replaced with a curriculum that stresses "thinking skills?" So, too, is Djwhal Khul's model for education:


"It is perhaps a platitude to say that education should occupy itself necessarily with the development of the reasoning powers of the child and not primarily"as is now usually the case"with the training of the memory and the parrot-like recording of facts and dates and uncorrelated and ill-digested items of information."[80]


A lesson in logic is in order. If America 2000's strategy, and every other restructuring strategy for U.S. schools, is identical to that of the Global Education Project, which predated them, and if the Global Education Project is adapted from Robert Muller's World Core Curriculum, it is evident that the entire education restructuring process in the United States is adapted from the World Core Curriculum. In the same manner, since the theories and formulas of the Seven Rays Institute are found in the America 2000 strategy and the Seven Rays Institute's education model is identical to America 2000's model, it follows that the same intelligence is behind them all.


Inasmuch as both the Robert Muller School and the Seven Rays Institute credit Alice A. Bailey and Djwhal Khul with devising the new education model, it also follows that the progression for the education model for the new age originated in the realm of the occult. And if Djwhal Khul is for real, he is a deceiving spirit--a demon or fallen angel. Thus we may find ourselves adopting an educational system spawned in Satan's realm of fallen spirits.


SUMMARY


The education system in the United States is failing because it abandoned the basics of sound educational practices that were proven effective for hundreds of years. A technological society is basically no different from an industrial society, regardless of what the new educators tell us. That's because the nature of man has remained unchanged since his creation.


While the new education model promises to be more fun for both the students and the teachers, the fact is that, in view of the stronger emphasis on social and thinking skills than on academics, illiteracy will abound even more than it does today. But even if the promise of better educated students were realized through this program, the values instilled will be of far greater detriment to the students' spiritual welfare.


As to why major corporations are involved in education restructuring, this can be attributed to several factors:


1) Naivete: many corporate decision makers are ignorant of the spiritual implications behind restructuring. They are fed up with an illiterate workforce. They want a skilled work force.


2) Adherence to New Age philosophy: many corporate leaders are avid believers in New Age techniques. They've brought them into their corporations for training from the top down. Such techniques as visualization, meditation, yoga and related exercises are part of the human potential movement. They are propagated through such organizations as The Pacific Institute, one of the leaders in so-called "human potential development" for major corporations, government and public utilities.


3) The desire for power: major corporations know that an education system based on developing the mind power potential of "human resources" will give them a continued base of power. With the elimination of competition in favor of cooperation, there will be fewer if any new sources of competition for the existing major corporate structures. "Human resources" will be their robots of the future, conditioned not to assert their individual desires and needs above the benefit of the corporation.


The trend, with the help of government, has been for international mega-corporations to swallow competition. No one can compete with them. They grease the palms of legislators at every level of government through well-financed lobbying efforts.


The New Age economic system will be a form of capitalistic socialism on a global scale. With the exception of some relatively unimportant commercial enterprises, little if any competition for these mega- corporations will be allowed to exist.


An illiterate but nominally skilled populace is easily controlled. And those who show promise for leadership within the New World Order will be channeled into those areas that will require learning. The rest of humanity will be treated as robots, regardless of the high-sounding rhetoric from "higher sources." The real reason they want "loving, caring, and happy human beings," is that they will provide a compliant workforce all the easier to control.


Of course, we should all be loving and caring. But there are times that require forceful resistance to evil. That, in turn, requires spiritual strength, wisdom, and discernment that comes only through surrender to God through Jesus Christ. By applying His Word to our lives we will be loving and caring. Without His Word we will only surrender to fear. And for good reason.


Soon, no one will be able to buy or sell unless they are beholden to the New World Order of capitalistic socialism. For the vast majority of humanity, brainwashed from an early age to accept the system, that will be no problem.


IS THERE A SOLUTION?


This report is meant as a clarion call to wake up to the realization that America is no longer the land of the free or the home of the brave. Cowardice in public office has surrendered our freedom to international control in many areas. We can live with that in some cases. But when it comes to subverting the minds and spirits of the next generation to an anti-Christ belief system--and mandating that subversion through the educational process--it becomes imperative that all parents, not only Christians, take whatever steps are necessary to protect their children. Soon, one may as well send their children to a Buddhist temple as to a public school. It won't be long before they are all dispensers of the Ancient Wisdom.


Would it be better for parents to remove their children from the public schools and place them in private schools? As a temporary measure, that may be a solution. However, eventually all private schools will be required to conform to the new, performance-based education. This is because all institutions of higher learning will be mandated to base their entrance requirements on the new education standards.


What about home schooling? That's the best idea at present. But, again, even home schoolers will be required to institute the new standards if they want their children to get a higher education. The real problem is that even if they went on to higher learning, they will still encounter the same philosophical base. Eventually, every parent will be required to submit their child to the new education standards or risk losing them for placing them "at risk." And it will be determined that home schooling doesn't provide the opportunities for developing social and critical thinking skills. Parents will naturally tend to instill their own values in their children. This the education system cannot abide. That's why critical thinking (also known as values clarification or situation ethics) is a major element in the new education.


It has been proposed by some that parents who wish to protect their children from this occult-based, non-academic brainwashing leave the country--if they can find a haven of escape from the long arm of the Global Education Project.


Should Christian parents find themselves unable, for any reason, to remove their children from the system, it would behoove them to become involved in the system before the new education goals are fully in place. Know what your children are learning in school. Know who their friends are, and who their friends' parents are. Take control of your children's lives now, before it's too late. This is a spiritual battle, but it takes discernment and wisdom to wage it successfully.


The only solution, some have said, is to drop out of the system completely by having trusted mid-wives deliver children and not let authorities know they've been born. This may be what things will come to. But be aware that it presents several problems. For those who are squeamish and/or afraid of breaking the law by not having their child be given a social security number at birth in a hospital, they may have no alternative. But they must consider whether surrendering their child to the New World Order isn't a greater evil than breaking an unjust law.


Another problem is discovery. Should authorities find out, it would be a certainty that the children would be removed from the home and the parents made to submit to psychotherapy. Yet in spite of these problems, this last alternative--dropping out--may be what it will come to for those who wish to protect their children from the coming anti-Christ system. Should they take that action, however, they must be prepared to suffer the consequences.


One thing I would definitely recommend for all Christians:


Make sure you know whom you can trust. It's time to begin tightening our circle of associations even within the Church. When the time comes that your friends and associates are threatened with severe reprisals unless they divulge information about you, few will be able to stand. any will think it's their duty to inform on you.


Trust in God; trust in those whom you are certain you can trust. But don't make your affairs known to just anyone.


For those who truly trust the Lord, there need be no reason to fear. A healthy dose of caution, however, is in order. And that's the reason for this report. If it will cause those who need to fear to do so, well and good. But those who know whence comes their salvation will be guided by the Holy Spirit in what courses of action to take in the face of the impending danger.


At the heart of any course of action is absolute trust in our heavenly Father. In spite of the overwhelming specter of totalitarian forces on the horizon, God is still in control. The nation has begged His judgment for a long time. What is worse, the Church has begged His judgment. The Church has chosen its comfort and economic security over holiness and righteous living. It has not trusted the Lord's words that, if we would seek first the Kingdom of God and His righteousness, all we need would be given to us.


The prosperity gospel has taken precedence over the true Gospel. For many the primary reason for belief has been the hope of material gain. It's time for those caught up in the belief that they can have whatever they speak to wake up to reality. The wolf is at their door. And those who are carnally minded will not be able to stand against him.


Now, more than ever, Christian fathers must take the lead in their homes. They must begin to teach their children God's Word and to prepare them for the lies and deceptions that lie ahead of them. Tell them what to expect from the world.


Do You Know Him?


If one is reading this who does not know the Lord Jesus Christ as their personal Savior who does not have the assurance of eternal life with Him--I urge you to surrender your life to Him. That is your only hope in the face of the coming totalitarian state.


In order to know God, and not merely know about Him, it's necessary that you first recognize your spiritual deficiency--that you are separated from God because of your nature as a fallen, sinful human being. It's also necessary that you turn away from your desire to sin or to live your own life, and ask Him to take charge of your life. This is called repentance from sin. It's not necessary initially that you be well-versed in biblical knowledge. For certain you don't have to be versed in theology. But your desire must be to draw close to God in order that He may draw close to you (James 4:8).


You must believe that the only way to God is through His only-begotten Son, Jesus, who said, "No man comes to the Father but by me" (John 14:6).


The Holy Spirit is tugging at your heart right now. Don't put Him off. You may never have another chance. The counterfeit New Age of Satan is about to be unleashed.


For those who surrender to Him He has this promise: that you will have eternal life through the resurrection of your body when He returns to the earth to subdue the nations. A genuine New Age is approaching. A New Age instituted by God through His only begotten Son, Jesus, the only Christ. But first there is coming a time of the counterfeit age of love and peace--the New Age of unity for all mankind under a one-world religious political system.


While the world promises love and peace with man ruling on the throne, it cannot deliver. The heart of man must first be changed. And that change cannot be effected through an imagined evolutionary leap. It takes a sovereign act of Almighty God to effect that change. The Scriptures tell us that, if we are willing, He will remove our hearts of stone and replace them with hearts of flesh. He will send us the Comforter, His Holy Spirit, to enter our hearts and change us from the inside out.


Don't think, however, that anyone will be able to prove the truth of the Scriptures to you. It takes faith on your part. You must believe in your heart that God so loves you that He sent His only begotten Son to die--crucified on a cross 2000 years ago--to pay the penalty for the sins of those who would believe in Him (John 3:16).


Without faith it is impossible to please God; for he that comes to God must believe He exists, and that He is a rewarder of them that diligently seek Him (Hebrews 11:6).


So it is by faith we are saved through God's grace, not by anything we've done to merit it. Therefore, being justified by faith, we have peace with God and access to His grace through our Lord Jesus Christ (Romans 5:1). It is only by God's grace that you will be able to stand in the time of trouble, recognizing that it's through tribulation that God works His patience and holiness into our lives (Romans 5:2-3).


Finally, for all my brethren in Christ I offer this encouragement in the face of the impending tribulation:


Fret not thyself because of evildoers, neither be thou envious against the workers of iniquity.


For they shall soon be cut down like the grass, and wither as the green herb.


Trust in the LORD, and do good; so shalt thou dwell in the land, and verily thou shalt be fed.


Delight thyself also in the LORD; and he shall give thee the desires of thine heart.



Commit thy way unto the LORD; trust also in him; and he shall bring it to pass.


And he shall bring forth thy righteousness as the light, and thy judgment as the noonday.


Rest in the LORD, and wait patiently for him: fret not thyself because of him who prospereth in his way, because of the man who bringeth wicked devices to pass. . . .Cease from anger, and forsake wrath: fret not thyself in any wise to do evil.


For evildoers shall be cut off: but those that wait upon the LORD, they shall inherit the earth. (Psalm 37:1-9)


Regardless where we find ourselves at the present time, we have the assurance of God's Word that the Lord will one day return to establish His righteousness in the earth. Yes, we may lose for now; we may even be tested to the point of death. But the Lord will not lose. The victory is His. And those who endure to the end will be saved.


Finally, brethren, as you see these things beginning to come to pass, lift up your heads; for your redemption draws near.


<bibliography of education reform for the New Age.htm>Bibliography


To get a free copy...


...of the Media Spotlight report on, "The World Christian Movement", you can write to <http://pacific.telebyte.com/~jimbaum/orderrep.htm>Media Spotlight and ask for the report by name or you can just <mailto:jimbaum@pacific.telebyte.com>email me your address and I will send the request to Media Spotlight for you


Sutphen, Dick, "Infiltrating the New Age into Society," New Age Activist What is magazine, Vol. 1, No. 1., Summer 1986, p. 14.


"One of the biggest advantages we have as New Agers is, once the occult, metaphysical and New Age terminology is removed, we have concepts and techniques that are very acceptable to the general public. So we can change the names...demonstrate the power (and) open the door to millions who normally would not be receptive."


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