The Mormon Conspiracy: What Ex Mormons are saying.

I have read this book. I beg you….before you even THINK about voting for Mitt Romney on Super Tuesday, at least read the book reviews from Mormons who finally had the courage and the strength to leave.

http://mormonconspiracy.com/customerreviews.html

  

American Government and

The Mormon Conspiracy

American Government involvment by the Mormon Church is a plan to dominate America and is a conspiracy generally unknown by American Citizens. In the scholarly book The Mormon Conspiracy a summary is provided of the historical and current practices of the Mormon church. The LDS (Latter-Day Saints) church has plans to become a dominant force in the American government. Mormon Church leaders have probably ordained their President as the king of the new government to be established in the United States and eventually the world. It is believed that the General Authorities have established the framework for this new American government by secretly continuing the Council of Fifty originally established by church founder Joseph Smith and continued by long time president of the church, Brigham Young. The council of Fifty is prepared to assume top governmental positions necessary to administer the affairs of the country. The Council of Fifty would be in the hands of the king, (the President of the Mormon Church), his two Counselors and the Twelve Apostles. Common consent rules the governing of this group. That is, the President consults with his counselors and apostles and the “king” then puts his proposals to his Counselor and Apostles for unanimous approval. In this type of leadership there would be no opposition party. The General Authorities of the Mormon Church would rule nations in the same way that they govern the church today, making decisions and passing them down to church members. Church authority is absolute in the relationship between the General Authorities, lower echelon administrators and the church membership.A conspiracy is recognized when one observes the practices of the Mormon Church, also known as the Church of Jesus Christ of Latter-Day Saints. The scholarly book The Mormon Conspiracy reveals how the Latter-Day Saints church (LDS) is organized to restrict individual freedoms, individual thought, independence and democracy. The Mormon Conspiracy documents how the LDS church leaders are involved in these conspiracies to control the United States and eventually the world, by establishing its “Kingdom of God” on earth. The words “Kingdom of God” are in quotes, because in reality this is not a Kingdom of God that the Mormon Church wishes to establish, but rather a Kingdom of the Mormon Church, led by fifteen men, the Presidency (three men) and the Quorum of Twelve apostles of the church. The Mormon church members are controlled by an authoritarian organization much like the Monarchy that prevailed in such European countries as France and England before the French Revolution and before a democracy was established in England. The scholarly book The Mormon Conspiracy reveals to the reader how the Mormon church requires religious obedience from members and teaches them that individuals need not think for themselves concerning church doctrine as taught by the Church Authorities, a form of mind control.

A very comprehensive volume dealing with Mormon issues that most others who have written about the Mormon Church have left untouched, namely the political ambitions of the Church of Jesus Christ of Latter-Day Saints and how they have become successful toward this goal, unnoticed by the majority of Americans. He has captured the “spirit of Mormonism” and understood the internal structure amazingly well without ever having been a Mormon. Dr. Wood’s research and conclusions show originality and give helpful conclusions which open the reader’s mind to see the true nature and plan of the Mormon Church for America and the world.

This scholarly book was written by Charles L. Wood, Ph.D. Emeritus Professor at the University of Akron.

The Mormon Conspiracy

Theocracy Mormon Church

Theocracy of the Mormon church, also called the Church of Latter-Day Saints, is written about in further detail in a best selling Mormon-LDS book The Mormon Conspiracy

Theocracy as explained in the popular selling book The Mormon Conspiracy provides a history of the Mormon Church whose early leaders, Joseph Smith and Brigham Young, were virtual dictators in their thirty nine year control of the church. In their theocracy, within the United States and its territories, they developed their own government and organized their own militia.

Documentation and evidence is presented that shows that the Mormon Church theocracy reveals plans to control the United States government, and eventually the world, by establishing its “Kingdom of God” on earth. The words “Kingdom of God” are in quotes, as it is not a Kingdom of God that the Mormon Church wishes to establish, but a Kingdom of the Mormon Church, led by fifteen men, the Presidency (three men) and the Quorum of Twelve apostles of the church. The Mormon Church is an authoritarian organization much like the Monarchy that prevailed in such European countries as France and England before the French Revolution and before a democracy was established in England.

The leadership of the Mormon Church theocracy requires religious obedience from members and teaches them that individuals need not think for themselves concerning church doctrine as taught by the Church Authorities. Even in areas of non-church affairs, such as politics and economics, the church hierarchy expects members to follow its directions. This is shown by the church’s involvement in defeating the Equal Rights Amendment in 1982 as well as in numerous other church-led political activities. In addition, the church has disproportionate influence in such governmental departments as the FBI, the CIA, and the FCC (Federal Communications Commission).

The Mormon Church theocracy is also gaining influence in Congress with the election of greater numbers of Mormon members. Church influence is obvious in the lobbying of congressional members to support Mormon programs and to vote for laws that further their goals. Church hierarchy involvement is apparent in all aspects of government, including the Supreme Court, as shown by the church’s filing of a legal brief with the court, opposing a New Jersey Supreme Court ruling that would prevent the National Boy Scout organization from excluding gays from Boy Scout groups. (St. George Spectrum, April 27, 2000)

Mormon theocracy regards the President (or Prophet) of the church to be infallible, and they believe that he has direct communication with God, therefore can do no wrong or make a mistake. Members believe that Church Authorities (fourteen apostles in addition to the president of the church) are also infallible. There is no democracy in the decision making of the church, since all appointments from the highest to the lowest offices in the church are made under the umbrella of the church president. If the Mormon Church were to gain control of the United States, there would be no secret ballot election of congressional representatives, no secret ballot election of state legislators, nor for local governmental officials. All of these officials would be appointed by the President of the Mormon Church, with assistance from other church officials.

It is ironic that the Mormon Church that plans to control the United States and world governments is based upon false premises. The Mormon Conspiracy has a review the documentation that proves the fraudulent nature of the church, and begins with an analysis of Joseph Smith’s Book of Mormon. This book is claimed by the church to be the only true gospel and although the church uses the King James version of the Bible, it is asserted by them to have been altered by man over the centuries. The Mormon Church began its history with a conspiracy by Joseph Smith to fool the local people with his book. This has continued to the present day with the church hierarchy continuing to hide non-faith promoting documents and teaching members not to read such materials. Documentation further reveals that some of the church’s beliefs and doctrines (mostly written by Joseph Smith, the church’s founder and first president) are fraudulent.

The organizational and functional aspects of the plan to control the United States are already in place in many Mormon communities. Doctors, dentists and lawyers in these communities are overwhelmingly members of the Mormon Church. They have been indoctrinated from birth in the tenants and beliefs of the Mormon Church, and many attended Brigham Young University where further indoctrination occurred. Many of these professionals are assuming leadership positions in the church and are ready to take on additional responsibilities if “called” by the church hierarchy.

READ about The Latter-Day Saints Mormon Conspiracy to Rule America. A LDS-MORMON best seller at amazon.com

We democrats and some independents aren’t buying anything fom you today.

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We aren’t going to feed the monster anymore. We are going into a new year with a new plan. STOP BUYING STUFF. We have what we need. And, if there is some non-essential that we need, we will support the Good Will and Salvation Army, or local hospital thrift. We will get lucky and find a oversized Tye Dye Frog for $1.00. We will be at peace.

We have enough video games, movies, CD’s. We have enough clothes. We really don’t need another new car. We don’t need any vintage linens. We don’t need a new set of golf clubs. No new computer. We don’t need 698 football channels. We don’t need another lovely candle with stones on a plate. We don’t need a whiter pair of sneakers. We defin don’t need Nike. We don’t need to spend $500 on Valentines Day. W can make Valentines Day an example, and express LOVE OF COUNTRY as a couple instead. If that doesn’t set well with your wife- don’t worry. She’ll get over it soon enough. Put your money is a little jar, or give it away. It’s illegal to burn it, so I won’t advocate that. 

Today, Democrats, Independents, and smart republicans are taking back their power. We are not spending needlessly. We are joining together to make REAL change. We know it will take awhile. But, we are the brave and the strong. Eventually- we win. We win through tough perseverence. No matter how very badly we want that silk scarf with the little Buddhas on it, we will say NO !!!! You will not own me little buddhas !!!! I am free of scarves !!!

Each day that passes, it gets easier. The sale catalogues no longer tickle our dark places. We can fight off our Shopping Whore. We see how sadly gross it is to have been so needy of the next emotional fix for all that ails us. We realize what has gone on here, and our responsibility in it. We stop drinking Coke and all there other products. We don’t do Disney anymore. We have seen enough.  We are waking and we are taking our souls back. We like the local water park and it’s nice and close to home so we aren’t guzzling gasoline.

We are not going to align with Greed and Hate any longer by supporting it with our money. We aren’t spending our money in the stock market on companies who do harm. We know our 401Ks and if they aren’t in line with a better world – no thanks. We are TAKING PERSONAL RESPONSIBILITY. We aren’t going to blame you anymore for our plight.

We are detaching. We are paying off all of our credit cards instead of buying new stuff. We are getting out of debt now. We know it’s going to get uglier as more and more people catch on, over time, and companies begin to lay us off. We are prepared for this battle. We know this is the only way out. MONEY.

CANCER AND YOUR CELL PHONE

 As little as 10 minutes on a cell phone can trigger changes in brain cells linked to cell division and cancer, suggests a new study conducted by researchers from the Weizmann Institute of Science in Israel and published in the Biochemical Journal.

Previously, advocates of cell-phone safety have maintained that the phones cannot cause brain damage because the microwave radiation that they emit is at a level too low to heat the body’s cells. But in the new study, changes in biological processes began at an energy level even lower than that used by a typical phone, even without heating occurring.

“Safety guidelines assume [that] health effects from mobiles can only occur when significant heating of body tissue occurs. [But] this study shows biological changes in response to low-level mobile phone radiation — something that could potentially have implications for health,” said Graham Philips of the British nonprofit Powerwatch.

Researchers exposed both human and rat cells to low-level radiation at a frequency of 875 megahertz, a similar frequency to that used by most cellular phones. The intensity of the radiation was far lower than that used by most phones, however.

Even so, within 10 minutes the scientists observed changes within the cells. A chemical switch regulating cell division was switched on — a switch that has been linked to a variety of cancers.

There was no direct evidence of cancer inducement in the current study. However, the researchers point out that the changes occurring at the low radiation level were non-thermal in nature, something previously said to be impossible. Thus, the study challenges the entire basis on which cell phones’ presumption of safety has been based.

“The significance lies in showing cells do react to cell-phone radiation in a non-thermal way,” said co-author Rony Seger. “We used radiation power levels that were around one tenth of those produced by a normal mobile. The changes we observed were clearly not caused by heating.”

“This helps explain why mobile phone radiation has been linked to increases in cancer tumors,” said consumer health advocate Mike Adams. “Until now, skeptics have said the radiation wasn’t intense enough to cause cells to overheat, but now we’re learning there can be significant cellular changes taking place at far lower levels of exposure.”

WWW.NEWSTARGET.COM

929 soccer moms jailed in Maryland?

That’s where it’s headed. Trust me. THIS issue is the one THEY want. That’s because….vaccinations are the easiest way to control the population. I wonder if that microchip thingy fits inside a needle?

The Top Dogs will fight this one all the way down to Mom’s Apple Pie. They don’t care. There is no soul.

 There is money—-then there is CONTROL and then a little something about FEMALES and maybe a little ditty for the Poor.

Why do you think there is A NEAR BLACKOUT ON THE NEWS ?

Nothing they have discussed tonight is as BIG OF A STORY as 929 S

SOCCER MOMS IMPRISONED for their kids.

But, I’ve been watching, and it’s a lonely night for Maryland Parents.

Stunning. At least we know now. We know what’s coming.

Don’t get mad. Don’t feed their appetites.

Hold steady with peace in your heart and don’t be afraid.

It’s going to get ugly, and you will remember to breathe.

Where there is no fear of death, there is no power.

It is the only way to undo this.  Hold no ill will.

Speak your truth, but don’t delay your homecoming.

They are prepared to kill to win. They know not what they do.

VACCINE NIGHTMARE IN MARYLAND (video)

AND YOU THOUGHT THIS DAY WOULD NEVER COME.

NOT ONLY ARE WE LATE TO THE TABLE, WE INVITED

SATAN AND FED HIM OUR KIDS.

http://www.youtube.com/watch?v=r6Vj0EX_STU

Or maybe you think vaccines are good little medicines.

Time to grow up people. There is alot going on here. More than you know.

Ignorance has allowed this to happen.

PARENTS IN MARYLAND FACE JAIL FOR NOT VACCINATING THEIR KIDS !!!!

 No Law Says Parents Have To Get Their Children

Vaccinated

THIS IS ALSO A MAJOR STORY ON CNN THIS MORNING AS MARYLAND PARENTS ARE JAILED FOR NOT ALLOWING THEIR CHILDREN TO BE VACCINATED.
Government and media propaganda hoax continues as parents in Maryland hoodwinked and threatened into believing it is the law to vaccinate kids, error-strewn Fox news report relays disinformation

Paul Joseph Watson & Steve Watson
Prison Planet
Wednesday, November 14, 2007

 

News networks and state authorities are once again engaging in mass public deception by claiming that vaccines for children are mandated by law and that parents will go to jail if kids do not take their shots. In reality, there is no law that says you have to vaccinate your children and waiver forms for personal or religious exemptions are freely available.

A situation in Prince George’s County, MD. has attracted media attention and once again provided the platform for a propaganda push that falsely implies it is the law for children to be vaccinated with mass produced big pharma shots that are often not stringently tested and have been linked with dangerous side-effects.

More than 2300 children in Prince George’s County have been expelled from school for up to a month and a half because they have not received their shots for chicken pox and hepatitis B. This Saturday the parents of more than 1600 children have been ordered to attend Circuit court, where medical officials will be on standby to forcibly inject their children in a scenario befitting of a science fiction horror movie.

PLEASE PASS THIS EMAIL TO EVERYONE YOU KNOW.

School officials have said the parents will receive a verbal reprimand from the judge and be ordered to have their children immunized in the courthouse. The students would then be allowed to return to school. Parents who refuse to comply will get fines and could be jailed for ten days.

(Article continues below)

“If the child is not here Saturday, then we will move on with the process, meaning that the PPWs and the counselors will put together the packet to take before the state’s attorney’s office, asking, requesting that criminal charges be implemented,” Dr. Betty Despenza-Green, the chief of student services, said from the courthouse Tuesday.

“We can do this the easy way or we can do this the hard way, but it’s going to have to get done. I’m willing to move forward with legal action.” said State Attorney Glenn Ivey.

Letters ordering the parents to show up at Prince George’s Circuit Court for a court hearing and a free vaccine have been issued with the warning “unexcused absences by your child may subject you to a criminal charge.”

Watch a Fox News report:

This report is completely riddled with errors and distortions from beginning to end.

The Fox reporter states “A new law was passed last year requiring children from 5th through to 10th grade to have the vaccine”. This is completely untrue. The vaccine has been mandated by the state but there is no law in the U.S. that requires mandatory vaccinations of any kind. The report mentions the waiver forms only after claiming that it is the law. How can there be a waiver form that allows someone to break a law?

This is why the parents who do not comply will be charged not under vaccination laws (because there aren’t any) but under truancy, neglect or child in need of supervision laws, which state that the parent is culpable after 30 days of a child’s unexplained absence from school.

The school itself triggered the truancy violation by unfairly kicking the kids out of school, and failing to inform parents about vaccine waiver forms.

The news report quotes befuddled members of the public, who claim that kids not getting vaccinations endangers those that have had them. How on earth can that be the case if the vaccination is supposed to provide immunity against the disease? In reality, the vaccinated kids are more dangerous to others, considering the plethora of cases where vaccines have induced debilitating side-effects as levels of autism soar to unprecedented levels.

There is no law in America, aside from those applying to medical workers, that says you or your child has to take any vaccine whatsoever, no matter what any executive order, requirement, mandate or policy dictates, there is no situation where you can go to prison for refusing a government vaccine under the U.S. constitution and the law of the land.

As in the case of all other vaccines, executive orders and court mandates merely state that the vaccine is “recommended,” yet the mass media drumbeat constantly conditions people to believe that if they don’t take their shots they will be kicked out of school, arrested and thrown in jail. This trick will continue to hoodwink Americans into taking all manner of dangerous and untested vaccines, the number of which rises every year, until they realize that there is no law that forces them to take any vaccine.

Here is an example of a vaccine waiver form, this particular one is for Maryland, the state in question in this case, proving that enforced vaccination is not the law and that personal and religious objections are applicable.

http://www.unhinderedliving.com/statevaccexemp.html – Here you can find vaccine exemption forms online by state or country.

The good news is that concerned parents across the U.S. are leading a nationwide revolt against unnecessary, untested and dangerous vaccines as CDC records show a growing amount of religious exemptions on vaccine forms.

Earlier this year we reported on the furor surrounding the HPV vaccine, which experts have slammed as untested and has continues to be linked to dangerous side-effects. A media propaganda campaign along with an executive order issued by Texas governor Rick Perry has had parents in Texas and other areas of the country fooled into believing the vaccine is now the law and young girls must take it. Merck Pharmaceuticals are capitalizing on this fraud by making obscene profits from a crony deal with Governor Rick Perry, while children are put at risk.

Vaccines and drugs that are not stringently tested and are instead foisted upon populations for the purposes of making obscene profits have a clear history of deadly consequences.

Consider the case of Bayer Pharmaceuticals, who deliberately dumped a vaccine that was known to be contaminated with AIDS virus on the European and Latin American market after it killed people in America. Thousands died from an action that the U.S. government allowed to happen through the FDA.

Peruse the plethora of examples where vaccines containing mercury, live HIV virus, live cancer and other horrors have wrought misery after victims were bullied into taking them by government mandates that they were deluded into thinking was the law.

The history alone, a legacy that led former director of the National Institute of Health Dr. James R. Shannon to state, “The only safe vaccine is one that is never used,” implores us to stand up and expose this hoax and ensure that similar executive orders and mandates are not passed elsewhere in the country as a result of cynical greed driven lobbying and corporate crony payoffs.

More parents across the country should rally to denounce this development, which sets the pretext for the state to dictate the health of their children, as well as moving us closer to legislation which would allow Americans to be forcibly vaccinated at gunpoint against their will during a time of manufactured crisis, such as in the case of a human to human bird flu pandemic.

HOLISTIC SCHOOLING

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Some Thoughts on Holistic Curriculum

Published in Encounter, Vol. 19, No. 3, Fall, 2006.

It was originally presented at the VIIth International Conference on the New Paradigms, Guadalajara, Mexico, in November, 1999.

The emergence of a postmodern civilization, with its many unsolved economic, technological, moral, and ecological problems, is a global phenomenon. The degradation of the earth affects us all. The concentration of wealth and power in the hands of transnational corporations and their elite managers affects us all. Our amazing new powers to manipulate information, communication, consciousness, and the genetic structure of life ultimately touches every one of us, often in deeply troubling ways. As Jeremy Rifkin (1987) warned several years ago, this new global civilization threatens to fundamentally alter the relationship between the human being and the world. Everything that exists, everything our lives depend upon — food, water, land, knowledge, language, time, health, and consciousness itself — everything is being turned into a commodity. Someone — more likely, some vast impersonal corporation — owns everything we need and will sell it to us to make a profit. Everything is measured, packaged, or redesigned to make it more attractive or convenient. This new culture is now spreading around the planet; it is rapidly becoming a vast global monoculture.

Throughout human history, most people have earned their livelihood by engaging in physical labor, doing tangible work that produced whatever food, clothing, shelter, and security they could obtain. People’s lives were regulated by the physical and biological environment: the climate, the terrain, the length of the day and season, the availability of resources. Their lives were given meaning by these tangible and vital connections to the world. By contrast, in this emerging postmodern society, millions of people sit for most of the day — and often during the night — gazing at computer screens and tapping on little buttons. By manipulating artificial electronic images, in complete isolation from the real physical and biological world, vast amounts of wealth are moved from region to region, from one nation to another, affecting the lives of millions and millions of other human beings and the habitats of thousands of plant and animal species. A growing number of people now have tremendous power, amplified by sophisticated technologies, to manipulate, control, alter, and seriously damage the biosphere. But because they are disconnected from the natural world and local communities and the primary sources of their food and wellbeing, they do not seem to have the ethical or spiritual sensitivity to use this power wisely, sparingly, or for the good of the whole.

We have reached a point in history where it is possible to alleviate the grosser forms of suffering. This is wonderful! It is a great achievement of the human mind and spirit. But now we need to ask why these new powers are not being used on behalf of all humanity and to preserve the sanctity of life on earth, but primarily to help those who are already excessively wealthy and powerful become obscenely wealthy and powerful. The arrival of this brave new world, this “new world order,” compels us to make a fundamental moral decision: Shall we continue to celebrate, indeed worship, the utilitarian, manipulative style of thinking that made global industrialization possible? Does it still serve us well? Or has it outlived its usefulness? Is it possible that it might be a tremendously destructive mistake to continue to treat the world entirely as a resource, as fuel for the omnivorous economic machine we have built? Is it possible that we must now tame and humanize the machine before we destroy the earth and ourselves with it?

Holism is a response to this possibility. Holistic thought is an attempt to reclaim the sense of connection to the world that utilitarian manipulation and advanced technology have steadily eroded and now, by the dawn of the twenty-first century, nearly wiped out. Holistic thinkers believe that essentially, by nature, the human being requires a sense of connection to the world. Our experience needs to be meaningful to us or else our lives are unfulfilling, no matter how comfortable we make them through material wealth or political and economic power. To the extent that people simply seek to enjoy whatever comforts and luxuries they can gather, even if they have gained them at the expense of other people and other living beings, then to that degree they are so much less human and act like merely clever animals. Every religious tradition, every mythology, many ethical systems, and much of our great dramatic literature, condemn this way of living as morally inadequate, psychologically deficient, or explicitly subhuman. Human life is fulfilling and meaningful only when we experience ourselves as being connected to the world — connected to the land, to a cultural heritage, to a living, striving community, to archetypal spirits and images, to the Cosmos as a whole.

The danger of our time is that in our cultural worship and personal pursuit of comfort, security, wealth, and power, we have become disconnected from these sources of meaning. By learning how to control virtually every aspect of the world, we no longer know how to dwell in its mystery. We seek to alter, improve, or commodify everything, and therefore we cannot see the world’s intrinsic beauty, discern its inherent patterns, or hear its spiritual secrets. Meaning is no longer found through the soul by dwelling in the world with reverence, but imposed by the calculating mind, which assigns everything a value or a utilitarian purpose.

All of the leading holistic thinkers identify the crisis of our time as an epistemological crisis. We are not arguing against technology as such, or against capitalism in itself. We are saying that underneath our political, social, and economic arrangements, the way modern culture defines and understands reality itself is faulty, and this flawed way of knowing gives rise to distorted, we might even say cancerous, forms of technology and economic organization. Educational philosopher Douglas Sloan (1983, 24) refers to this as a “technicist” way of knowing. David Orr (1994, 33), one of the leading theorists of environmental education, attacks what he calls “technological fundamentalism.” Other holistic writers commonly identify “reductionist” or “mechanistic” ways of thinking and knowing as the primary problem of our civilization. All these terms point to the utilitarian, manipulative, objectivist, and overly rational ways of treating the earth and the life that inhabits it. So long as a culture sees only economic value in the world and pursues material abundance and comfort with no sense of restraint or regulation, that culture will be blind to the more genuine sources of meaning that connect the human soul to the Cosmos. David Orr (1993, 33) identifies just what is missing in our distorted world view. “We need decent communities,” he says, and

good work to do, loving relationships, stable families, the knowledge necessary to restore what we have damaged, and ways to transcend our inherent self-centeredness. Our needs, in short, are those of the spirit; yet, our imagination and creativity are overwhelmingly aimed at things that as often as not degrade spirit and nature.

This is to say that our considerable powers of intellect have served primarily to disconnect us from the world. Modern systems of education have fed these powers well, training young people how to gain knowledge over the world, knowledge at the expense of feeling, information without wisdom, facts without moral discernment. In the United States in recent years, technocrats in state after state have successfully forced educators to focus more and more narrowly on what they call “standards” — arbitrary packages of intellectual content that have little to do with deep understanding of the world but which give the technocrats useful data for evaluating and sorting students objectively. The increasing standardization of learning prepares young people to act aggressively, cleverly, and resourcefully in the job market and the competitive corporate world. It contributes little or nothing to decent communities, loving relationships, or ways to transcend self-centeredness. Holistic education is essentially concerned with these basic sources of meaning, and seeks above all to reconnect each person to the contexts within which meaning arises: the physical world, the biosphere, the family, the local community rooted in a history and a place, the culture with its many layers of meaning — artistic, religious, linguistic, archetypal — and the Cosmos itself.

How does holistic education connect people to the world? What is a holistic “curriculum”? Let me be very clear about this: There is no single method or technique for practicing holistic education. There is no “curriculum,” as modern educators use the term, that best represents a holistic worldview. To understand the meaning of holistic education, we need to recognize two principles: First, an education that connects the person to the world must start with the person — not some abstract image of the human being, but with the unique, living, breathing boy or girl, young man or woman (or mature person, for that matter) who is in the teacher’s presence. Each person is a dynamic constellation of experiences, feelings, ideas, dreams, fears, and hopes; each person reflects what Asian traditions call karma — a meaningful pattern of influences, actions, and thoughts that shape one’s possibilities if not one’s destiny. And as all holistic educators have emphasized, each growing child unfolds this cluster of possibilities through distinct phases of development, and at each stage the child needs the right kind of support, the right kind of environment, in order to move securely to the next. Maria Montessori (1963, 69-70) said it simply, “Follow the child!” Following the child is the true beginning of holistic education. An education that starts with standards, with government mandates, with a selection of great books, with lesson plans — in short, with a predetermined “curriculum” — is not holistic, for it loses the living reality of the growing, learning, seeking human being.

The second principle of holistic education is this: We must respond to the learner with an open, inquisitive mind and a loving heart, and a sensitive understanding of the world he or she is growing into. Now, this is indeed the hard part! A holistic teacher cannot be a technician, administering a series of workbook exercises or performing a script he or she learned in a teacher training program. A holistic teacher is acutely sensitive to the student’s needs and, at the same time, acutely aware of the challenges and possibilities the world offers this person at this moment and in this place. How does the teacher act on this awareness? Again, there is no simple answer. We must constantly recognize the dialectic, the tension, between liberation and accommodation. In holistic education we want to free every individual to find his or her own destiny, to think and feel and do whatever he or she finds most meaningful and fulfilling; yet at the same time, we bring to our students the awareness that the world makes its own demands, and that for many complicated reasons of psychology, ecology, culture, history, politics, and many other factors, no one is totally free to follow one’s impulses and desires. Meaning arises from the reflective engagement between person and world, and the holistic educator’s job is to facilitate this meeting, to help it become more reflective, to help it touch deeper parts of the learner’s soul. The growing individual takes the world into his or her experience, incorporates it, assimilates it, responds to it. This is what I mean by connection. The student comes to feel that he or she belongs in the world, and shapes his or her purposes accordingly, in relationship to it, in dialogue with it.

Holistic education does not simply instruct young people about what is true and what is false, what is correct and what is mistaken; holistic education enables the learner to inquire “What does this mean?” How is this experience, or this fact, or this advertising message related to other things I know? If I act on my understanding, how will that affect other people, or the habitat of other living beings?” Holistic education teaches young people how to care about the world, because we care about the world, and we care about our students. Nel Noddings (1992, 36), one of our wisest educational theorists, has written that “kids learn in communion. They listen to people ho matter to them and to whom they matter. . . .Caring relations can prepare children for an initial receptivity to all sorts of experiences and subject matters.” To learn in communion means to experience connection. Other people matter; their lives mean something to the learner. The natural world matters. Cultural heritage, social responsibility, and ethics matter. A person educated in this way would not take actions that violate the integrity, rights or feelings of those who contribute so essentially to one’s own identity.

Over the years I have studied many forms of alternative education, from Montessori and Waldorf pedagogy to free schools and homeschooling, from progressive education to critical theory. There are significant philosophical differences between them, but the most critical difference, I believe, is in how they define the relationship between freedom and structure. Some radical educators, such as A. S. Neill and John Holt, have told us that learning ought to take place in an entirely free manner. No one should tell another person what or how or when he or she should learn. Every child should be free to play, to explore, to experiment, to ask questions. Education springs organically from a child’s interests and natural curiosity; there is no need for artificial structure. On the other hand, other educational pioneers, such as Montessori and Steiner, insisted that the growing child needs a particular environment, carefully planned and aesthetically designed, in order to activate and support the potentials latent at each stage of development. On the surface, these views seem to cancel each other out: Either we give children maximum freedom or we don’t. Either we let them explore the world freely, or we tell them what they need to learn. In my view, however, holistic education transcends this dilemma, by finding value in both points of view. The two fundamental principles of holistic education work together in dynamic balance:We start with the child, not abstractly but in reality — with the living child. But then we respond to the child, guided by a sensitive awareness of the world. The issue is no longer freedom against structure, but freedom in a dialectic relationship with structure, or the individual person in meaningful dialogue with the school, or with society. The student is not constrained by alien forces, but gladly participates in a structured world to which he or she feels connected.

In this sense, a holistic “curriculum” is not a pre-established plan that the teacher brings to the classroom. Curriculum emerges from the interactions between teacher, student, and world. This idea — emergent curriculum — is one of the revolutionary concepts to come out of the progressive education movement. John Dewey (1964) wrote a century ago about the organic relationship between child and curriculum, and although he is not widely regarded as a founder of “holistic” education, no one has written more wisely about this relationship. As the child grows out into the world, his or her experience grows deeper; connections are made and become more meaningful. Education starts with this process of growth; it respects the quality of this experience, and it facilitates these meaningful connections. A holistic curriculum is a growing-young-person-in-relationship-with-the-world. The curriculum is not outside the student, but the student does not completely determine the content of the educational process either.

You might wonder, isn’t there anything that a holistic educator would want to make sure to include in the child’s learning experience? Even if we confidently assume, based on experience, that in the course of a student’s meaningful discoveries he or she will adequately learn the so-called basic academic skills — writing, reading, and arithmetic — there are surely other skills or values that we believe to be important. David Orr, for example, has written eloquently about the desperate need for ecological literacy — an understanding of our interdependence with all living beings and the earth as a whole. In recent years, many holistic educators have embraced the notion of emotional literacy, as proposed by psychologist Daniel Goleman (1994) and others, meaning a person’s ability to recognize and manage one’s own inner life and behavior in constructive ways, and to solve conflicts peacefully. We also talk a great deal about social responsibility, and want our students to think critically about social, political, and economic problems, as Paulo Freire urged so passionately. But, are all these educational goals best considered as aspects of a “curriculum”? Should they be fashioned into “units” or lesson plans (let alone “standards”) and presented to students as subject matter? I want to say no. I want to see them as reflections of our moral sensitivity as educators, rather than as static bodies of intellectual content. We bring ecological literacy, or emotional literacy, or social responsibility to our students through our own presence to them, our own way of being with them. If we are deeply concerned about the ecological crisis because we care about life on this planet, this concern and this caring will enter the educational dialogue with our students. Asking a school, or the local board of education, or the state government, to add our favorite causes to the curriculum will not result in meaningful, transformative learning for students if the teachers who administer this curriculum do not themselves care about these things.

Similarly, young people learn Shakespeare from teachers who are passionate about Shakespeare, and they learn chemistry from teachers who love science. It is not the curriculum that teaches them, it is the living reality of their teachers. This is just what Nel Noddings meant by saying that “caring relations” prepare students for academic receptivity. In holistic education, academics are secondary to human relationship. Curriculum is secondary to connection, or direct experience rooted in caring.

We should look closely as several words that holistic educators often use to point toward wholeness and connection. These words are soul, spirit, and Cosmos. I have always insisted that holistic education is distinguished from other progressive or alternative pedagogies by its spiritual orientation, but it is never easy to explain what this means. When we say that the human being has a soul, we are suggesting that some vital creative force animates the personality. The sophisticated sciences of biochemistry, neurology, and even genetics cannot explain this force: When they try to contain it within the boundaries of their disciplines they are committing reductionism. Instead, to recognize the wholeness of the human being requires us to acknowledge that our minds, our feelings, our ambitions, our ideals all express some living force that dwells mysteriously within the core of our being. We cannot locate it physically; it is a nonmaterial reality, an invisible reality. Science, at least, conventional science, doesn’t know how to approach it. But poets and mystics do. Like them, holistic educators treat the soul with reverence. In many contexts, the word “spirit” means something supernatural, something so foreign to our understanding that we make up an imaginary world to give it a home. But for holistic thinkers, having a spiritual perspective does not mean voyaging to supernatural realms or maintaining a blind faith in religious imagery. Spirituality can take religious forms, of course, and many people, including many holistic educators, have found inspiration in these forms. But just as the experience of inspiration is not the form, the experience of spirituality is not the same as religion and can exist independently of it. As I understand it, spirituality is a living awareness of the wholeness that pervades the universe. It is the realization that our lives mean more than material wealth or cultural achievements can provide; our lives have a place, a purpose in the great unfolding story of Creation, even if this story is so vast and so mysterious that we can only glimpse it briefly through religious practices or fleeting moments of insight.

Finally, when I use the word “cosmos,” the root of the word cosmology, I am trying to suggest that the universe is not merely a vast collection of stars and galaxies that we can study through telescopes, but an interconnected whole that encompasses everything that exists and everything that can exist. Cosmology is an attempt to understand this wholeness, to provide an intellectual framework for the intuitive knowledge that everything we know is connected to everything else we know. Beyond these few words — soul, spirit, cosmos, and wholeness — I am speechless. The Tao which can be named is not the eternal Tao. It is a mystery. Let’s leave it at that, and hold it in reverence.

So now I hope it is clear why I think it is futile to design a holistic curriculum. If the goal of holistic education is connection, then we are ultimately dealing with the soul, with spiritual experience, and with the unfathomable meaning of the Cosmos. We are trying to help our young people find a place deep within themselves that resonates with the mystery of Creation. And it is only when we, as educators, look deeply within ourselves and strive to embody wholeness in our own lives, that we will inspire our students to do the same. Our lives make up the curriculum. Let us work on ourselves, and our lesson plans will take care of themselves.

Holistic education, then, is a pedagogical revolution. It boldly challenges many of the assumptions we hold about teaching and learning, about the school, about the role of the educator, about the need for tight management and standards. Holistic education seeks to liberate students from the authoritarian system of behavior management that in the modern world we have come to call “education.” But ultimately holistic education is far more than radical pedagogy: It is an epistemological revolution as well. It demands that we take a hard look at the foundations of the emerging global capitalist culture — the “technological fundamentalism,” the worship of money, the assumption that the world is merely made of lifeless matter that is ours to manipulate and consume. This new paradigm, this new epistemology we call holism, challenges our addiction to violence, exploitation, and greed. When we embrace wholeness, when we recognize that the Cosmos is the ultimate source of meaning in our lives, then we will design not only educational institutions, but social, political, and economic institutions, dedicated to the nourishment and fulfillment of all human beings and the preservation of the ecosphere. To establish this profound connection to the world is to experience an incorruptible reverence for life.

References
Dewey, John. 1964. The Child and the Curriculum. In John Dewey on Education: Selected Writings, edited by Reginald D. Archambault. New York: Random House. (Originally published in 1902).

Goleman, Daniel. 1994. Emotional intelligence. New York: Bantam.

Orr, David. 1994. Earth in Mind: On Education, Environment, and the Human Prospect. Washington, D.C.: Island Press.

Montessori, Maria. 1963. The Secret of Childhood. Calcutta: Orient Longmans.

Noddings, Nel. 1992. The Challenge to Care in Schools: An Alternative Approach to Education. New York: Teachers College Press.

Sloan, Douglas. 1983. Insight-imagination: The Emancipation of Thought and the Modern World. Westport, CT: Greenwood Press.

Rifkin, Jeremy. 1987. Time Wars. New York: Holt.