In America, government has traditionally been based on geographical boundaries. A city has “city limits”, a county has a “county line” and a state has borders. Within those geographical limits, the citizens exercise political autonomy to create whatever kind of life they want to enjoy, and each grouping of citizens must determine how to best run its own infrastructure, education, health care, social services, etc.

Technocracy turns this concept on its head by dissolving sovereign borders while calling for a system of governance based on Functional Sequence that removes a segment of responsibility from the lower political entity and awards it to a higher level. To an engineer like M. King Hubbert (co-founder of Technocracy, Inc. in 1934), this was a perfectly natural and “efficient” way of viewing the Technate, or the individual unit of Technocracy that contained citizens. According to Hubbert then,

The basic unit of this organization is the Functional Sequence. A Functional Sequence is one of the larger industrial or social units, the various parts of which are related one to the other in a direct functional sequence. Thus among the major Industrial Sequences we have transportation (rail- roads, waterways, airways, highways and pipe lines); communication (mail, telephone, telegraph, radio and television); agriculture (farming, ranching, dairying, etc.); and the major industrial units such as textiles, iron and steel, etc.

Among the Service Sequences are education (this would embrace the complete training of the younger generation), and public health (medicine, dentistry, public hygiene, and all hospitals and pharmaceutical plants as well as institutions for defectives). [Emphasis added]

Furthermore, Hubbert envisioned the appointed head of each Functional Sequence as belonging to a continental board of directors which itself would be headed by a Continental Director. For each of these “functions”, there would be no democratic discussion or vote because the engineering expert-in-charge knows best how to run things by applying logic and efficiency. Furthermore, even though local control is promised for a myriad of other issues, these Functional Sequences would be merely provided as services to the individual Technates.

It is not a stretch to correlate Hubbert’s vision to modern implementation of Functional Sequences such as health care (Obamacare), control over water (Army Corps of Engineers), land (Councils of Governments), agricultural practices (Bureau of Land Management), education (Common Core), energy (Department of Energy, Smart Grid), transportation (Metropolitan Planning Organizations), emergency management (FEMA) and so on. Not long ago, all of these functions were under local or personal control within the context of traditional geographic boundaries such as cities, towns, counties and states. A town, for instance, had a locally-elected school board that set education policy for itself. Emergency management was managed by a fire board or city council. Land use was determined by an elected zoning board.

Hubbert’s above reference to “institutions for defectives” is disturbing and shows evidence of his strong views on eugenics as a necessary Functional Sequence. Apparently, the inefficiencies of defectives and their high cost of maintenance are not to be tolerated in a system that strives for perfect efficiency. In California, where Technocracy, Inc. found its largest support, eugenics was in its heyday during the 1930s where over 20,000 men, women and children were deemed defective and were subsequently sterilized by force. This is a dark history of California, by the way, but I can personally attest to the reality of it. This writer was adopted at birth by a woman who had been forcibly sterilized because her older brother was deemed to be genetically “retarded”. A few years later, it was determined that her brother was not retarded at all, but had been deprived of oxygen at birth, thus producing brain damage. An investigative article written in 2012 by CNN Health stated,

Thirty-two states had eugenics programs, but California was in a league of its own… In California, the eugenics movement was led by figures such as David Starr Jordan, president of Stanford University, and Harry Chandler, publisher of the Los Angeles Times…. California’s movement was so effective that in the 1930s, members of the Nazi party asked California eugenicists for advice on how to run their own sterilization program. ”Germany used California’s program as its chief example that this was a working, successful policy,” Cogdell said. “They modeled their law on California’s law.”

Shamefully for California, its eugenics and forced sterilization program continued to operate until 1963. On a national and global scale, eugenics is still alive and well, most often associated with the population control policies put forth by Agenda 21.

Transforming Education

This topic could enjoy its own chapter heading, but the discussion is placed here because education is controlled by the government and has been transformed by it along with all the other Functional and Service Sequences discussed above.

The 1930s Technocracy Study Course had much to say about education, and it pointedly explains why modern technocrats have undertaken the systemization of education in America under such programs as No Child Left Behind and more recently, Common Core. While we explored the concept of Functional Sequences earlier in this chapter, more needs to be said about Service Sequences such as education and health care which were seen as closely aligned with each other for the sake of running a perfectly efficient society. That Technocracy proposed complete control over education is seen in statements like,

Among the Service Sequences are education (this would embrace the complete training of the younger generation), and public health (medicine, dentistry, public hygiene, and all hospitals and pharmaceutical plants as well as institutions for defectives). [Emphasis added]

The idea of “complete” points to social conditioning from birth to the point of entering the workforce and beyond in the form of adult education. Just as today’s public health is a cradle-to-grave Service Sequence, so also is education, for the Technocrats saw the mental state of the learner as a function of his conditioning. Thus, educational conditioning and health care became inseparable disciplines which could serve society only together in a permanently symbiotic fashion. The joint record-keeping design is seen in statements like this:

There is, likewise, a complete record on all hospitals, on the educational system, amusements, and others on the more purely social services. This information makes it possible to know exactly what to do at all times in order to maintain the operation of the social mechanism at the highest possible load factor and efficiency.

There is no room for human individuality in Technocracy where the only goal is to “maintain the operation of the social mechanism at the highest possible load factor and efficiency.” However, humans are not merely machines, and neither is society. They are not to be valued only by what they produce or how efficiently they produce it. And yet, Technocracy persisted in the outcome-based mentality where all of society (and people therein) would be measured, analyzed, correlated, corrected and conditioned from cradle to grave. I have purposely used the term “outcome-based” to emphasize where this modern term used in educational circles came from. Outcome-based society demands an outcome-based educational system. However, it is not really education at all. It is a conditioning no different than training a dog or other animal to repeat a task based on some predetermined stimulus. Inherent ability beyond performing the task is superfluous. Technocracy, Inc. could not have been more clear on this:

The end products attained by a high-energy social mechanism on the North American Continent will be

(a) a high physical standard of living, a high standard of public health, a minimum of unnecessary labor, a minimum of wastage of non-replaceable resources, an educational system to train the entire younger generation indiscriminately as regards all considerations other than inherent ability—a Continental system of human conditioning. [Emphasis added]

Fast-forward again to 1992 and the Agenda 21 document that also deals extensively with education in Chapter 36. It starts out by stating:

Education, raising of public awareness and training are linked to virtually all areas in Agenda 21, and even more closely to the ones on meeting basic needs, capacity-building, data and information, science, and the role of major groups.

It then follows up with the initial subject title, Reorienting education towards sustainable development, which mirrors the earlier document:

Education, including formal education, public awareness and training should be recognized as a process by which human beings and societies can reach their fullest potential. Education is critical for promoting sustainable development and improving the capacity of the people to address environment and development issues. While basic education provides the underpinning for any environmental and development education, the latter needs to be incorporated as an essential part of learning… It is also critical for achieving environmental and ethical awareness, values and attitudes, skills and behavior consistent with sustainable development and for effective public participation in decision-making. To be effective, environment and development education should deal with the dynamics of both the physical/biological and socio-economic environment and human (which may include spiritual) development, should be integrated in all disciplines, and should employ formal and non-formal methods and effective means of communication.125

This was a grand scheme of Agenda 21, but one for which it had no direct means of developing or implementing; it merely pointed out that reforming education is critical to the implementation of Agenda 21 in its entirety. Later in Chapter 36, the solution is suggested:

Countries, assisted by international organizations, non-governmental organizations and other sectors, could strengthen or establish national or regional centres of excellence in interdisciplinary research and education in environmental and developmental sciences, law and the management of specific environmental problems.126 [Emphasis added]

Thus, when single nations are unable to reform education by themselves, the task should be turned over to international organizations (e.g., the United Nations) and non-governmental organizations (NGOs). This is precisely what happened when the Bill and Melinda Gates Foundation decided to fund the creation of the Common Core State Standards that would be implemented throughout the states and into every grade in every school in America. The resulting set of standards was jointly copyrighted by two private organizations, as stated on the CoreStandards.org web site:

Please be advised that any publication or public display must include the following notice: “© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.”127 [Emphasis added]

On February 17, 2009, President Obama signed into law the American Recovery and Reinvestment Act of 2009 (ARRA), which was the major economic stimulus bill designed to pull the economy out of a near-collapsed condition. Initially funded to the tune of $787 billion, $4.35 billion was allotted for a competitive education grant program called “Race to the Top”. For states that qualified, and all did, funds were poured out like water to the financially-stressed states. Of course, strings were attached, but at the time they accepted the funds, the states were not told exactly what they those strings were. There were hints:

Adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy;
Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction.128
In fact, the states unwittingly signed on to accept the entirety of Common Core State Standards that were still under development by private organizations, funded by private donations. When the publishing date arrived, it was the National Governors Association and the Council of Chief State School Officers who trotted out this Trojan horse and simultaneously let down the stairway in 46 states. As word began to trickle out to parents what had happened, a groundswell of resistance suddenly appeared and continues to the present. Some states have subsequently passed legislation to ban Common Core altogether. Many parents pulled their kids out of government schools in favor of home schooling but are still in a dilemma: the SAT tests necessary for college entrance have already been redesigned to test for Common Core material.

Not surprisingly, the Common Core curriculum is focused squarely on Sustainable Development and Biodiversity issues with an over-the-top layer of sexual content. What was formerly classed as education is now transformed into indoctrination and conditioning, or training. This is an important distinction to grasp: Humans receive education but animals receive training. But to the technocrat mindset, humans are only animals and thus should be trained as well.

In any case, adopting standards and building data systems are the top priorities that the states signed on for. As mentioned above, Technocracy coupled education with healthcare. It is also not surprising that Obamacare and Common Core are tightly coupled in the area of data collection. Common Core requires massive data collection of up to 400 data points per student, whereas the Affordable Care Act (ACA or “Obamacare&rdquo requires comprehensive and ongoing data collection without limitation. But is there any direct relationship between Common Core and Obamacare? Yes!

Under Subtitle B, Section 4101 of the Affordable Care Act, a grant program was authorized for the establishment of school-based health centers (SBHC).

PROGRAM.—The Secretary of Health and Human Services (in this subsection referred to as the ‘‘Secretary’&rsquo shall establish a program to award grants to eligible entities to support the operation of school-based health centers.129

Essentially, this is a merging of the school with the health care system, and the ACA clearly explains the details for delivery of health services, but more importantly, the integration of data collection:

Sec. 399Z-1 (A). PHYSICAL. - Comprehensive health assessments, diagnosis, and treatment of minor, acute, and chronic medical conditions, and referrals to, and follow-up for, specialty care and oral health services

Sec. 399Z-1 . MENTAL HEALTH. - Mental health and substance use disorder assessments, crisis intervention, counseling, treatment, and referral to a continuum of services including emergency psychiatric care, community support programs, in-patient care, and outpatient programs.130 [Emphasis added]

The term “assessment” refers to comprehensive collection of data and if anyone would doubt that, this phrase will remove all doubt: “the SBHC will comply with Federal, State, and local laws concerning patient privacy and student records.”131

All data collected from K-1 through K-12 will be associated with the student for life, and since it is collected during “assessments” by largely unqualified personnel, the student will be forever tainted by the collector’s opinions. This is not only wrong-headed, but it is patently dangerous for the individual as well as society as a whole; there are no provisions to correct or appeal data wrongly entered or data based on bad opinions.

I have publicly stated many times that Obamacare is not about healthcare but about collecting data. The same is true of Common Core. It is not about education but rather about collecting data. Now that these two branches of Service Functions have been fused together, yet another key criteria of original Technocracy has been fully met. The machine that will train the future work force now has the perfect monitoring and control system in place that will enable it to function.

Technocracy rising - the Trojan horse of global transformation, 2014 by Patrick M. Wood

I agree, a parent’s first duty is to protect their child!