This article is Part 4 of a four-article series.
Stage 5 of Religious Change — mentioned in Part 3 of this four-part series covering the governmental plot to institute a state-sanctioned religion and new form of American government — is “Institutional Transformation,” or in essence, cultural revolution.
Not unlike what happened during Mao’s Cultural Revolution, when the youth of China were stirred up to become the “Red Guard” and overthrow traditional Chinese culture, the students of America are being coaxed to do the same today.
In both of these cases, education is being utilized as a tool to bring students through the Five Stages of Religious Transformation, which was itself adapted from Anthony F.C. Wallace’s Map for Cultural Change. As was shared in the third article in this series, there is a strong push to turn America’s youth into a nation of “nones” with strong beliefs rooted not in religious doctrine but collective action through social emotional learning (SEL) programming. This collective action includes getting students to be critical of the current system of America, a republic, and in turn favor policies that make things more “equitable” to turn our country into a democracy driven by mob rule.
The New Pluralists — who pledged one billion dollars in funding to interfaith organizations, action civics and other initiatives that support this shift at President Biden’s “United We Stand” summit — are one of the major players at the helm of this cultural revolution and new American religion. Part 2 of this series laid out how almost all of the initiatives put forth at that summit use the smokescreen of bipartisan and interfaith cooperation to advocate for more policies to support election and education reform. This education reform prioritizes social emotional learning above academics and embeds it into every facet of the education system while turning our schools into medical facilities offering other services besides mental health that cater to “the whole child” — services that now also include religion, or “spiritual development.”
Social emotional learning is teaching religion
All one has to do to realize social emotional learning’s role in this effort to change students’ worldview is to look at the SEL program that recently received one million dollars of Fetzer Institute funding as a part of this New Pluralists movement.
The QUESTion Project, started by mentalist (and owner of the organization The Open Future Institute) Gerard Senehi, asks students daily questions like “Who am I?,” “What is my purpose?,” and “What does a good life look like?” If taught in a public school using public money, these questions would cross over the line from education into unconstitutional state-sanctioned religion by exploring fundamental questions about the meaning and purpose of life as well as morality. The excerpt below about the QUESTion Project notes that they “believe that cultural values, worldviews, and ways of defining meaning are at the heart of the human journey, and that evolving these ‘invisible’ systems is the key to … solving many of the all-too-visible problems that confront the world.” One has to wonder if when they “empower young people to explore their values, worldviews and aspirations, while developing the courage to forge their own identity and future,” if that means ditching their own familial and cultural religious beliefs in favor of a collective worldview brought about by participating in the program.
The Open Future Institute
The Open Future Institute freely admits on their 2012 tax form that their organization seeks to “offer change-makers tools to think about the future and address global challenges with a vision and a greater understanding of the levers of cultural change,” and that they will “empower future leaders to step back from ideological frameworks and find new ways of responding to ideas and actions that have the most potential to create progress.”
If the QUESTion Project truly does “adhere to the Open Future Institute mission” then they are essentially using social emotional learning to manipulate students into questioning their belief systems so they can adopt new ones that will bring about cultural and religious change.
Social emotional learning is unconstitutional
Social emotional learning programs like that of the Open Future Institute and others meet the federal government’s definition of religion, which is a “comprehensive belief system that addresses the fundamental questions of human existence, such as the meaning of life and death, man's role in the universe, and the nature of good and evil, and that gives rise to duties of conscience” (Clements, B. 1989, “Defining Religion in the First Amendment: A Functional Approach,” Cornell Law Review, Vol 74, pg. 553).
The First Amendment’s command is that the government can "make no law respecting an establishment of religion, or prohibiting the free exercise thereof." Considering the esoteric and mystical religious roots of social emotional learning and CASEL through the Fetzer Institute, it is clear that SEL being taught in schools is a violation of the U.S. Constitution and an attempt to infuse the science of “right human relations” into education while cloaking it in secular language.
This new American religion will spawn a generation of students manipulated into believing that a democracy and policies that benefit the collective good (socialism) are better than a country governed by the rule of law (a republic). Social emotional learning is a treasonous religion and must be labeled as such and expelled from our education system, or America will lose not only its children but its country and the system of government it was founded on.
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