Latest / Claymore: Become Who You Are / #381 The Cultural Revolution in Education and Its Impact on Our Children, with Author and Crime InvestigatorTom Hampson

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#381 The Cultural Revolution in Education and Its Impact on Our Children, with Author and Crime InvestigatorTom Hampson · Claymore: Become Who You Are

• 0:07
  Speaker 1: Welcome to the become who you are podcast and production of the John Paul to renewal center.
• 0:12
  Speaker 1: I'm Jack Rigert, your host, and I'm back with my good friend, tom Hampson.
• 0:16
  Speaker 1: Tom's been out doing a lot of undercover work.
• 0:20
  Speaker 1: He was a former investigator for child sex trafficking, child porn.
• 0:25
  Speaker 1: It's amazing stuff going on, isn't it?
• 0:28
  Speaker 1: Well, today we're going to be talking about the greatest threat to our children, which is really what we teach them.
• 0:33
  Speaker 1: You know, parents are starting to wake up all over the place now and we continue in our series on stolen innocence To really talk about that and wake parents up.
• 0:43
  Speaker 1: And they are waking up and we're starting to see parents getting engaged again and start to realize that not only are they taking the hearts of our children, if we're not careful, they're going to take the heart right out of our country and we're not going to have a place to live.
• 0:55
  Speaker 1: It's amazing how the tyrants of the world want to come in, isn't it?
• 0:59
  Speaker 1: So buckle up and get ready for today's episode.
• 1:03
  Speaker 1: It is so good to be with my good friend, tom Hampson again.
• 1:15
  Speaker 1: We are going to be talking about really the greatest threat to our children, coming from an article that Tom wrote not too long ago.
• 1:23
  Speaker 1: Tom, how are you Good to see you.
• 1:26
  Speaker 1: You're recovering from COVID again, aren't you?
• 1:28
  Speaker 2: Yes, right, I got COVID again.
• 1:30
  Speaker 1: Unbelievable, unbelievable.
• 1:32
  Speaker 1: We're just going to get there once a month, whether you're needed or not.
• 1:36
  Speaker 2: It's going to become like the flu every year or something Unbelievable.
• 1:40
  Speaker 1: So, tom, you know, right now we're seeing and you and I speak about this a lot, and thanks to everybody that's joining us today when we see these currents of evil so often, sometimes people get confused.
• 1:53
  Speaker 1: There's so many currents coming at them.
• 1:55
  Speaker 1: I think you have a tendency to put your head in the sand and hide, and I think what we're going to talk about today, and what we talk about so often, is this attack on children.
• 2:06
  Speaker 1: We have these three necessary societies marriage and the family, which includes our children, of course, an attack on God and this church, and then, at the end of the day, this all has an effect on the way we set up our civil and political society, the laws we put in, what emphasis do we have?
• 2:26
  Speaker 1: And so right now we're seeing the demise of all three.
• 2:30
  Speaker 1: But at the heart of all this is an attack on children, the way we educate children, the way we love the children, the way we bring them up with the certain values and virtues, and today we're getting away from this.
• 2:46
  Speaker 1: So I'm going to just read the first paragraph that you wrote here, tom, and then open it up to you.
• 2:51
  Speaker 1: According to Plato, the two most important questions for society is who will teach the children and what is taught to them, and that was true 2,500 years ago and it's still true today, sadly, today, there simply is no agreement on who teaches the children and nothing but confusion and wildly different positions on what should be taught.
• 3:13
  Speaker 1: Therein lies the greatest threat to children in our modern age and I would add, tom, the greatest threat to our republic, to our greatest threat of dysfunction within marriage and the family.
• 3:28
  Speaker 1: And so when you're talking what we're talking about here, tom is the very root to the solution and also the problem to everything we're facing today.
• 3:40
  Speaker 2: Well, that's right.
• 3:41
  Speaker 2: We're raising our kids in chaos and confusion, which is the last thing children need.
• 3:46
  Speaker 2: This starts at the very beginning of their educational life.
• 3:51
  Speaker 2: Even in preschool, they're starting to indoctrinate children into the idea that there is no absolute truth.
• 4:00
  Speaker 2: There's your truth, his truth, my truth.
• 4:04
  Speaker 2: There isn't any one thing.
• 4:06
  Speaker 2: That's true, there's multiple truths, and that you might look like a boy, but you're not necessarily a boy.
• 4:13
  Speaker 2: You could actually be a girl.
• 4:15
  Speaker 2: How's that going to be received by a four year old?
• 4:19
  Speaker 2: This is insanity that we're teaching these children.
• 4:25
  Speaker 2: It's no wonder the levels of anxiety are dramatically increasing in younger people today.
• 4:34
  Speaker 1: Yeah, and when you talk about anxiety, depression, suicide, it's incredible how that's ramped up among our young people, mental illness in general, and you wonder why, right?
• 4:46
  Speaker 1: So a lot of times you and I will be out speaking and somebody will say why?
• 4:50
  Speaker 1: Why are we indoctrinating our kids?
• 4:52
  Speaker 1: Why are we not teaching them some type of value system?
• 4:56
  Speaker 1: And if no value system, of course we've thrown out the Bible and truth, like you said.
• 5:04
  Speaker 1: But at the very least then let's teach them reading, arithmetic, right Writing, reading and arithmetic, if nothing else, at the very basics.
• 5:14
  Speaker 1: Why aren't we doing that?
• 5:16
  Speaker 1: And why are the proficiency standards going down and we're bringing this indoctrination?
• 5:21
  Speaker 1: And well, I'll tell you, people probably don't realize this, tom, and let me just read a little quote from William Foster's 1932 book Toward Soviet America, who was the national chairman of the American Communist Party at that time and it left little doubt of the party's goal for American education.
• 5:44
  Speaker 1: And he said this among the elementary measures the American Soviet will adopt to further the cultural revolution.
• 5:51
  Speaker 1: And here's the why it's a cultural revolution, it's one to actually disrupt and break down our culture.
• 5:59
  Speaker 1: It's an old Marxist plot, tom, but he said this he wants to develop a national department of education and the studies will be revolutionized, being cleansed of religious, patriotic and other features of the bourgeois ideology.
• 6:17
  Speaker 1: The students will be taught the basics of Marxism and materialism.
• 6:22
  Speaker 1: Now, that is exactly in different ways, exactly what happened, and John Dewey picked that up and moved to Frankfurt School, founded by Marxists, to Columbia University, where they educated the future teachers and principals and superintendents.
• 6:42
  Speaker 1: You know, tom, and you know this already, but let me just repeat this for our audience by 1950, already a third of principals and superintendents of large school districts across the country had been trained there and returned to the districts to spread these theories throughout the nation.
• 7:00
  Speaker 1: Now, that was in 1950, tom.
• 7:02
  Speaker 1: I mean, can you imagine?
• 7:03
  Speaker 1: We've had a long time to work on this, and this starts to get into the why and back to your premise on the education of kids.
• 7:12
  Speaker 1: And something has to happen here, doesn't it?
• 7:16
  Speaker 2: Well, they also were teaching the teachers of teachers at Columbia, and one of those teachers was Bill Ayers, who was a life committed communist from the time.
• 7:30
  Speaker 2: He was in the weather underground and he was educating other teachers.
• 7:35
  Speaker 2: How many teachers did he teach in the years that he was a professor at the University of Illinois in Chicago, and how many other teachers like him have been teaching students in those same kind of ways?
• 7:49
  Speaker 2: These people have taken over the educational system in our country right now.
• 7:54
  Speaker 2: The people who have been educated by the likes of Bill Ayers, who was a known terrorist and communist.
• 8:02
  Speaker 1: Yeah, he spent time in prison.
• 8:07
  Speaker 2: He actually got off.
• 8:09
  Speaker 2: He got off scot-free and drank about it.
• 8:11
  Speaker 2: Yeah, because he had.
• 8:13
  Speaker 2: Much of the information that had been developed against him by the FBI was acquired by using wiretaps that had been approved by the Attorney General and later there was a court case that went to the Supreme Court where the Supreme Court said that was not sufficient, that that was that they're.
• 8:33
  Speaker 2: In order to get that kind of information, to get that kind of wiretap, you needed a court order.
• 8:38
  Speaker 2: So all of the evidence that was developed against Bill Ayers and all of the what they call the fruit of the poison tree that came from the original evidence, from the wiretaps, was all thrown out.
• 8:52
  Speaker 2: So essentially there was nothing left of any case against him because of those, because of the wiretaps that later were turned out to be illegal and yet when they were done at the time, they were done within the procedures that had been established.
• 9:07
  Speaker 2: So he was a murderer who got off at scot-free.
• 9:13
  Speaker 1: Yeah, it's amazing, isn't it?
• 9:14
  Speaker 1: Well, let me bring up one more example, and I think this this will paint a pretty good picture, because then I want to get into the National Education Association, the NEA, which you're very familiar with, the largest teachers union in the nation, which grew under the thumb of Marxist and communist organizers.
• 9:31
  Speaker 1: And so this is the avenue that was opened up then to bring the sexual revolution.
• 9:38
  Speaker 1: So I quoted the 1950s.
• 9:40
  Speaker 1: Already, a third of the teachers and superintendents.
• 9:43
  Speaker 1: Well, then the sexual revolution came in, and now they picked up on this and said okay, this is going to be another large avenue to get to indoctrinate our kids.
• 9:53
  Speaker 1: We're going to do it through sex education.
• 9:55
  Speaker 1: So let me just read this one sentiment echoed by Chester Pierce, a notable professor of education and psychiatry at Harvard and a consultant for such children's educational shows such as Sesame Street.
• 10:07
  Speaker 1: He said this every child in America entering schools at the age of five is mentally ill because he comes to school with certain alliances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being and toward the sovereignty of this nation as a separate entity.
• 10:29
  Speaker 1: Pierce argued it's up to you, as teachers, to make all these sick children?
• 10:35
  Speaker 1: Well, by creating the international child of the future.
• 10:39
  Speaker 1: And so then we have the NEA that comes out of that type of a mentality, tom.
• 10:46
  Speaker 1: And then the sexual revolution opens up the national sex ed standards, and this is really where the twisting and distortions really really went into high gear here, didn't it?
• 10:56
  Speaker 2: Yes, it did.
• 10:57
  Speaker 2: Part of it was because in the interim, they began inculcating into our school system the idea that the critical theory into the teaching which was explicitly stated by Paulo Freire in his book the Pedagogy of the Oppressed, this became standard for the teachers were educated in.
• 11:25
  Speaker 2: Was this pedagogy of the oppressed, which fits into the entire idea of creating separate identities, separate groups of people who can be inspired to work against the existing system?
• 11:44
  Speaker 2: They're all different categories of being oppressed, whether it's racial and in the sex ed standards it's sexual, sexual identity, Because now we've got the lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual, I don't know, there's another A2.
• 12:11
  Speaker 2: And then they have the minor attracted person.
• 12:17
  Speaker 2: All these different groups are different categories that they can raise up as people who are being oppressed by our current culture.
• 12:29
  Speaker 2: In addition to being black, brown, Asian, American, Indian, Asian Indian, whatever it might be that they can turn into different groups of oppressed people.
• 12:48
  Speaker 2: So the children are being taught about all these different categories of people who are oppressed and the major oppressor is the male white person.
• 13:01
  Speaker 2: What does that do to a child if he goes into school in kindergarten or first grade or second grade and they're being taught that they're either an oppressed or an oppressed, or category.
• 13:15
  Speaker 1: How does?
• 13:15
  Speaker 2: that help them learn arithmetic and English?
• 13:18
  Speaker 2: How does that help them think Well?
• 13:21
  Speaker 1: obviously, yeah, well, obviously it doesn't, tom, because the proficiency standards in science and reading have just tanked.
• 13:29
  Speaker 1: It's amazing how fast and how far they've fallen and, at the same time, mental illness and these ideologies went up.
• 13:37
  Speaker 1: You know, christine Harley, president and CEO of Seekis in 2019, and I picked a 2019 article on purpose because I wanted this before COVID.
• 13:48
  Speaker 1: I wanted this, so there's no excuses about this.
• 13:50
  Speaker 1: But Seekis is sex education for social change, and she wrote this.
• 13:56
  Speaker 1: She said it's 2019 and most young people in this country still are not receiving the quality sex education at school.
• 14:04
  Speaker 1: We know that sex ed is vital for providing young people with the information and skills they need to ensure their lifelong sexual being and well-being.
• 14:13
  Speaker 1: She said we need to get better at highlighting the fact that sex education is also a powerful vehicle for social change.
• 14:22
  Speaker 1: Sex ed for social change.
• 14:24
  Speaker 1: What does that mean?
• 14:25
  Speaker 1: And think about this?
• 14:27
  Speaker 1: She said, while sex education is necessary sexual health tool, it can and should be so much more than that.
• 14:33
  Speaker 1: With sex education, we have a golden opportunity to create a cultural shift, tackling the misinformation, shame and stigma that creates the basis for so many of today's sexual and reproductive health and rights issues like this Reproductive justice?
• 14:50
  Speaker 1: Well, reproductive justice right.
• 14:52
  Speaker 1: Most of the time, that means abortion and killing a young person.
• 14:55
  Speaker 1: Lgbtq equality what does that mean?
• 14:59
  Speaker 1: Again?
• 14:59
  Speaker 1: Sexual violence prevention, gender equity, dismantling white supremacy.
• 15:06
  Speaker 1: So think about it.
• 15:07
  Speaker 1: And she goes on and on again.
• 15:10
  Speaker 1: So the point is we're going to change.
• 15:13
  Speaker 1: Just like we read in the beginning here, we're going to use schools now for social activism and not so much for education, not so much bringing virtues and teaching virtues to children, teaching them the right way to live, teaching them a true identity of who they are and what's their meaning and purpose.
• 15:33
  Speaker 1: We're not going to do that.
• 15:34
  Speaker 1: We're going to use them to tool to take down the rest of the nation and develop the nation the way these ideologies and these people behind this.
• 15:45
  Speaker 1: They use them as pawns.
• 15:47
  Speaker 1: This is the saddest thing.
• 15:48
  Speaker 1: It has nothing to do with liberating children from anything but enslaving them and using them as pawns.
• 15:57
  Speaker 1: What do you think about that?
• 16:01
  Speaker 2: Well, the woman said that sex education is vital for children.
• 16:06
  Speaker 2: Stop and think about that for a minute.
• 16:08
  Speaker 2: That's a ridiculous statement.
• 16:10
  Speaker 2: For the entirety of civilization history, there's been no sex education until just in the recent past few decades.
• 16:22
  Speaker 2: Well, if it's vital, then how did we get here?
• 16:26
  Speaker 2: Yeah, it's something to do maybe with our nature.
• 16:31
  Speaker 2: Huh, yeah.
• 16:32
  Speaker 1: With natural law and you know, when you get back to Plato and Aristotle, that's what they taught.
• 16:37
  Speaker 1: You know, this is natural law, this is nature's law.
• 16:40
  Speaker 1: It does not take a genius and I don't need a PhD, obviously to figure out that sex has something to do with babies and bonding.
• 16:50
  Speaker 2: And you don't need a big class in it.
• 16:52
  Speaker 2: You can get a few instructions from your dad or whatever it might be, when you know on your wedding night.
• 16:58
  Speaker 2: And that's about all you need and what we've done is yeah, I mean totally distort this, huh.
• 17:04
  Speaker 1: I mean we bring pornography into schools and you know we talked about all of the anal sex and you know fisting, and I mean one thing after another.
• 17:16
  Speaker 1: It's just sick stuff.
• 17:18
  Speaker 1: And at the end of the day, again you get back to why.
• 17:22
  Speaker 1: I mean, why are we allowing it?
• 17:24
  Speaker 1: First of all?
• 17:24
  Speaker 1: But here's what happens at the end of the day.
• 17:27
  Speaker 1: I just read a UN report that says now anti-LGBT religious beliefs are not protected human rights anymore.
• 17:37
  Speaker 1: A key advisor for the United Nations suggested in a recent report that discriminatory positions of prejudice are not protected by religious right freedom, a report one advocacy group said could have exceptionally radical implications for Bible believing Christians.
• 17:55
  Speaker 1: So this is what it is at the end of the day.
• 17:58
  Speaker 1: At the end of the day, we're going to teach our kids all this stuff and then when parents to your earlier point, somehow we figured this out on our own well before the church and parents would instruct their children on, you know, the birds and the bees.
• 18:12
  Speaker 1: Some did it well, some didn't do it well, but obviously the schools are really not doing it well.
• 18:19
  Speaker 1: It's that this is a way for anybody that stands up against these things now to persecute them.
• 18:26
  Speaker 1: These ideologues have got themselves set up to the point where now the UN, there's churches now that talk about this.
• 18:33
  Speaker 1: Certainly our school, our government in the United States and Western democracies across the world are now censoring speech and now coming after, like you said, supremacy.
• 18:47
  Speaker 1: Well, the worst are white Christian people that have that hold an American flag right, and so we don't want those people around anymore.
• 18:57
  Speaker 1: And what better way to attack them now that say that if you don't believe these ideologies in the way we're indoctrinating your children, then we're going to censor you and take you out of the public square.
• 19:10
  Speaker 2: We're already doing it in Canada Again.
• 19:12
  Speaker 2: How did we get here if this is such a vital area of education?
• 19:16
  Speaker 2: How did all of us?
• 19:19
  Speaker 2: How did there come to be what 8 billion people on earth now, who got there without any sex education at all?
• 19:28
  Speaker 1: Think about those 8 billion people.
• 19:30
  Speaker 1: So many of them today are enslaved, are living under dictatorships, totalitarian systems and a freedom now that we found in the Western democracies.
• 19:45
  Speaker 1: Republics are based on Judeo Christian principles.
• 19:49
  Speaker 1: I mean, look at, let's call a spade a spade.
• 19:52
  Speaker 1: There's evil behind all this.
• 19:56
  Speaker 1: If you really want to know the why, you can look no further than Satan himself is behind all this, and he would love nothing else to take God out, to destroy a Mago Day, marriage in the family and reduce the church to nothing, and then the rest of the culture will fall, and we've seen this over and over in history, tom, and that's how important your article.
• 20:21
  Speaker 1: The greatest threat in our culture is what we teach kids, and it gets back to what we just said with Plato the two most important questions who's going to teach the children and what's going to be taught to them?
• 20:34
  Speaker 2: It's not only evil.
• 20:35
  Speaker 2: It's the fools that are complicit with evil.
• 20:37
  Speaker 2: We have a lot of people that are foolishly following this kind of philosophy when they don't even understand what it's doing.
• 20:47
  Speaker 2: It isn't only the evil people that are bringing us down.
• 20:52
  Speaker 2: It's people that refuse to stand up and say no to the evil.
• 20:55
  Speaker 1: Tom, you wrote in here and let me just say here children need to be raised with the clearly understood values, preferably Christian values, appearance.
• 21:06
  Speaker 1: Don't have a clear understanding of a biblical worldview and less than 10 percent of Christians do Then they need to educate themselves to pass it along to children.
• 21:15
  Speaker 1: The Bible identifies three kinds of people to your point here the wise person, the foolish person and then the evil person.
• 21:24
  Speaker 1: So you know the wise person, people that have this wisdom, true wisdom of what it means to be a human being and how to educate children, are really in the minority now.
• 21:37
  Speaker 1: The evil person is probably not the majority either, but those fools that you're talking about, the lemmings that just follow this propaganda without thinking for themselves.
• 21:49
  Speaker 1: That's really the danger right now.
• 21:54
  Speaker 2: That is, anyone that doesn't have a biblical worldview.
• 21:57
  Speaker 1: Yeah, and then it allows the predators, whether sexual predators or other kind of predators, and they target, and you see that today, tom, the children that grow up in dysfunctional families, sometimes that are alone, unprotected I mean, the best protection for children is a stable family, right.
• 22:17
  Speaker 1: And when you see that coming down, or you see children in good families and maybe they're on the autism spectrum or whatever, for whatever reason, they're targeted by predators You're an expert in that, tom and they really go after them.
• 22:32
  Speaker 1: And the sad thing is that many teachers now are doing this.
• 22:39
  Speaker 1: They're picking out those children.
• 22:41
  Speaker 1: We have these videos that we've seen where teachers pick out someone maybe on the autism spectrum, isolate them, get them into these Gleason clubs and they're no longer alone because they feel like somebody accepted them and now they're in the LBGTQ groups and the next thing you know they're on puberty blockers.
• 23:07
  Speaker 2: Right.
• 23:07
  Speaker 2: Well, that happens with kids, mostly with kids where the parents aren't and the family isn't engaged with each other.
• 23:15
  Speaker 2: The families where the children are protected are those that they know what each other is doing, they're interested in what's happening to them, they accompany them to baseball games and football games that the kids are in, or whatever it might be.
• 23:31
  Speaker 2: They're actively involved with each other.
• 23:34
  Speaker 2: And it's the vulnerable ones, the ones that are kind of loners, that have maybe a single parent household where the parent is too busy.
• 23:44
  Speaker 2: Those are the ones that the predators seek out, the ones where there isn't a lot of supervision or close family ties that would interfere with what the predator wants to do.
• 23:56
  Speaker 2: So the closer you can be, the more actively involved you can be with your kids, the better you are.
• 24:03
  Speaker 2: And my thinking today is that I don't think any kid under the age of 18 should have one of these smartphones.
• 24:16
  Speaker 2: I think the worst thing for kids today is the social media, because that adds to their confusion, it adds to their discontent.
• 24:26
  Speaker 2: It separates people from each other and their family.
• 24:30
  Speaker 2: There's very little that's good about social media.
• 24:34
  Speaker 2: It doesn't give them a sense of really belonging.
• 24:36
  Speaker 2: It gives them a sense of being on the outs if they don't get enough likes or if somebody doesn't pay enough attention to them, and it also makes them an easier target for predators.
• 24:52
  Speaker 2: One of the things that most people aren't aware of is that children themselves are the source of the majority of the child pornography that's available on the internet now.
• 25:04
  Speaker 2: Through sexting, somebody gets them to take pictures of themselves and send it out, and then that gets shared and shared and shared, so then it becomes part of a continuing building body of pornography that's available on the internet forever.
• 25:24
  Speaker 1: Yeah, sad stuff going on.
• 25:26
  Speaker 1: Tom, we got to wake up.
• 25:27
  Speaker 1: Huh, we got to wake up and look at it.
• 25:29
  Speaker 1: I don't know when parents lost their sense of responsibility as the primary educators of their kids, but we certainly have.
• 25:37
  Speaker 1: We've given that over to the state and public school systems that we're going to have to take that back or we're going to face the consequences.
• 25:45
  Speaker 2: That's the way it goes, Well we've been encouraged to use, to consider the teachers and the government as proxies for the parents.
• 25:52
  Speaker 2: The parents are being encouraged to do that and being told that these are the experts, these are the ones who know best.
• 25:59
  Speaker 2: It's a lie.
• 26:03
  Speaker 2: It's another one of the.
• 26:05
  Speaker 2: We ought to add that to the lies of government.
• 26:07
  Speaker 2: Yeah.
• 26:08
  Speaker 1: Yeah, yes, that list is getting long, my friend.
• 26:12
  Speaker 2: Yes, it is hey.
• 26:12
  Speaker 1: Tom, it's been good to be with you.
• 26:13
  Speaker 1: We'll continue this conversation next week, huh.
• 26:17
  Speaker 2: Okay.
• 26:17
  Speaker 1: See you then.
• 26:18
  Speaker 1: Hey, god bless you.
• 26:18
  Speaker 1: Thank you.
• 26:19
  Speaker 1: Thanks everyone.
• 26:20
  Speaker 1: Thanks for joining us.
• 26:21
  Speaker 1: Talk to you soon.
• 26:22
  Speaker 1: Bye-bye.