A Brown School Facility. I guess now you're going to elaborate (lie)on what a "wonderful reputation" they have.
After reading his review, written of KG, as an Ed Con, it sounds more like he's a PR person for programs. Does he serve a dual purpose?
Would you like to tell the good people, or shall I, how many kids Brown Schools have killed?
Deborah
http://www.strugglingteens.com/archives ... ews05.htmlWe discussed disagreements between founder Linda Houghton and the Brown Schools Management team including Mr. Paul Dudley Hart, President of Educational Services Division for the Brown Schools and Ms. Donna Burtanger, VP Marketing for Brown Schools. The discussions were frank and wide ranging. I participated in these discussions along with what has emerged as a very strong and positive parent group led by Mr. Robert Green, Mr. Thomas Gross and Mr. Clement Erbmann, each highly skilled professional business experts. When I arrived on Saturday, Mr. Green had camped out at the school and given notice that he would not leave until the school and the children were safe. Mr. Gross and Mr. Erbmann did the same within their work constraints and there is a clear commitment on their part to see that this school remains the beacon of quality education it has promised. They have unique skills for this task and we formed a team which is committed to long term support.
As a result of these discussions, Linda Houghton will continue as the leader at the school and simultaneously develop her dream of creating an organization to promote ?EMOTIONAL GROWTH CURRICULUM? :eek: and train teachers and individuals in the implementation skill of such a curriculum. Linda Houghton and Paul Hart will work together to gradually free Linda for her mission, while a transition leader will be selected to carry on the founding mission of the school. A library and social gathering space will be expedited before the close of the year 2000 and the Brown Schools will continue to invest significant funds into this marvelous program.
http://64.71.146.119/articles/topics/ca ... isits.htmlAt Bridge to Understanding we are deeply concerned about rumors that Brown Schools, parent corporation of both King George and the Cedu Schools, is contemplating merging the two and operating King George more like Cedu. We strongly urge Brown schools not to do that, but rather do a better job of communicating the unique identity of this school. This is an important resource we as consultants cannot afford to lose.
http://www.strugglingteens.com/archives ... ews04.htmlLinda Houghton will continue in her current role at King George while also beginning to shift her focus to her dream: developing a training institute for emotional growth educators, which she hopes to accomplish through the development of the Institute for Emotional Growth.
Linda will work with Paul Dudley Hart, President of the Education Services Group of The Brown Schools, on a transition plan that will include naming a successor to the role of CEO of North American Boarding Schools. We expect that transition to take place over the next three to four months.
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PLONA PLAYS MUSICAL PROGRAMS- KING GEORGE, THEN SKYLINE JOURNEY
KING GEORGE SCHOOL AT 20 STUDENTS
(August 20, 1999) Rebecca Plona, Director of Admissions
(July 10, 2001) Rebecca Plona, past Admissions Director from King George School, Sutton Vermont, 800-218-5122, announced she has resigned from the school.
(September 28, 2001) Lee Ann Fielding, Admissions Coordinator, Skyline Journey, Nephi, Utah, 866-822-8339, is pleased to announce Rebecca Plona, M.Ed., as new marketing consultant. Rebecca has worked with a variety of emotional growth programs over the last 8 years including: Learning Forum?s Super Camp, Aspen Youth Alternatives and Mount Bachelor Academy. She was founding Director of Admission and Marketing for the King George School, an affiliate of the Brown Schools.
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http://www.strugglingteens.com/archives ... /oe04.htmlexcerpt from paper by Plona:
Sociological studies have shown that children are most successful when they have the benefit of many healthy adult role models and many different adults watching out for them throughout their development. Those of us who have experience in an emotional growth environment can present example after example demonstrating this to be the case.
Several years ago, Former First Lady Hillary Rodham Clinton wrote a book I often cite in my discussions with parents who are considering emotional growth education for their child. Regardless of anyone?s opinions about Mrs. Clinton, her politics, or her choices, I tend to recommend to parents her book, ?It Takes a Village?, because she writes about this very topic. Whether I agree or disagree with any of her other public statements, I do agree strongly with her statement: ?it takes a village to raise a child?. It really does ?take a village? and those who first created emotional growth environments have known this for many years.
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While the following article is written by extreme christian fundamentalist, whom I don't agree with totally, they do make some valid points re: Ms Clinton's vision of a Global Community. She has coopted and bastardized the terms "It takes a Village" and "Consensus" to confuse the issue.
Deborah
http://www.crossroad.to/text/articles/whtpr96.htmlWhat Happened To Parental Rights? With excerpts from Brave New Schools
by Berit Kjos <
www.crossroad.to>
In other words, training children according to biblical guidelines is equated with child abuse. Seen from the new global perspective, the old beliefs are handicaps which hinder the preparation of "human resources" for the global workforce." What seems absurd from a biblical perspective-such as the much-quoted 1972 statement below by Dr. Chester Pierce-makes perfect sense to globalists:
Every child in America entering school at the age of five is insane because he comes to school with certain allegiances toward our founding fathers, toward his parents, toward a belief in a supernatural being.... It's up to you, teachers, to make all of these sick children well by creating the international children of the future.5
Educational leaders have warned that it's not enough to change the children. Adults must be reached as well. The solution? Hillary Clinton's vision of the collective village! Her book popularized today's plan for child raising through a network of "partnerships" designed to weaken the rights of noncompliant parents. Teachers, social workers, psychologists, business and church leaders... all would trained in the new ways of thinking and believing. All would be taught to compromise and find "common ground". All must embrace the new visions and values. And all must help parents raise their children according to politically correct ways-whether parents want their training or not.
After all, the collective society cannot, as Hillary Clinton suggests, "arrive at a consensus of values and a common vision,"6 unless everyone participates in the process. Nor can it create Clinton's form of consensus without "resisting the lure of extremist rhetoric and balancing individual rights and freedoms with personal responsibility and mutual obligations."7 All people must join in the new community dialogues where trained facilitators lead unsuspecting "stakeholders" toward predetermined outcome. All must be willing to pay for their personal rights by accepting the new collective responsibilities.
This revolution in values was planned more than half a century ago. In 1946, psychiatrist Brock Chisholm, head of the World Health Organization (WHO), described the "new" attitude toward old-fashioned parents and called for an "eradication of the concept of right and wrong":
"We have swallowed all manner of poisonous certainties fed us by our parents.... The results are frustration, inferiority, neurosis and inability to... make the world fit to live in....
"It has long been generally accepted that parents have perfect right to impose any points of view, any lies or fears, superstitions, prejudices, hates, or faith on their defenseless children.... These things cause neuroses....
"Surely the training of children in homes and schools should be of at least as great public concern as are their vaccination... [People with] guilts, fears, inferiorities, are certain to project their hates on to others.... Such reaction now becomes a dangerous threat to the whole world.... Whatever the cost, we must... [put] aside the mistaken old ways of our elders.... If it cannot be done gently, it may have to be done roughly or even violently."8
Hillary Clinton's vision had been brewing in the minds of UN and other globalist change agents for decades. In 1967, psychologist Hal Robinson, who served on a presidential task force, sought the perfect blend of family and society as a child-rearing institution. Funded by the Carnegie Corporation and the U.S. government and named after UN leader Frank Graham, the project started an experimental day-care center.9
A few years later, Kurt Waldheim, Secretary-General of the U.N., addressed the Executive Board of UNICEF, saying:
"Until fairly recently, in most societies, the responsibility for child development rested entirely with parents.... This... is changing... The process of child development has to be the concern of society as a whole-on the national and international level. From the very beginning, the leaders of UNICEF... clearly understood this...." 10
In 1981, American educators began to implement UNICEF's vision. The Missouri Department of Education launched the first government program to actually tell parents how to raise their children. Under the misleading title, Parents as Teachers (PAT), it was introduced as a voluntary project to help disadvantaged children. Five years later, it had been introduced in 40 states and "at least eight foreign countries."11 In 1994, it was signed into law as part of Goals 2000.
To win public support for PAT and countless other pieces of the global transformation puzzle, educators have begun a massive nationwide campaign to promote their vision and silence opposition. Nothing illustrates this "social marketing"12 effort better han Education Secretary Riley's Community Action Toolkit, which arms local change agents with persuasive strategies for winnining the community to their side, building partnerships, and responding to dissenting parents.
Remember, a peaceful transformation cannot succeed without general consent from the public-however uninformed that consent might be. And what strategy could better win support among the opposing forces than a friendly invitation to cooperate, share the new vision, and seek "common ground"? This process works because few dare even suspect what the change agents plan to do to parents. Even church leaders, who should be a parent's prime defender, have become "partners" to the horrendous betrayal. Left behind, are countless Christian parents who stand alone in their attempt to raise godly children God's way.
Some seek protection through state and national "parental rights" laws. But many of these bills and laws bring new dangers. Often the "rights" they promise are conditioned on parental compliance with ambiguous "responsibilities" or "duties" open to politically correct interpretations by educators and legislators. Failure to meet even one of the "duties" could cancel all the "rights".
The 1996 Parental Rights and Responsibilities Act (PRRA) ties parental rights to the parental responsibility for teaching children "literacy" and "citizenship"-two terms with open-ended meanings. Could "citizenship" imply world citizenship? It does, in some educational literature.
Would courts interpret "literacy" according to its traditional meaning or as used in California's History-Social Science Framework which calls for Historical Literacy (including cultural empathy and respect for various religious traditions) Ethical Literacy (looks at ethics from a global or UN perspective), Cultural Literacy (including the myths, values, and beliefs of cultures), Economic Literacy (understanding "the problem of scarcity" --a Marxist philosophical view--and evaluating "the distribution of scarce resources" globally), and Sociopolitical Literacy (understanding political systems and the influences that affect the "interpretations the Constitution").
Someone has warned that "those who define the terms control the system." The educational establishment-at the local, state, national and international levels-have a compelling interest in both legislating and defining parent responsibilities. To implement their agenda for the governance of each local "village", they need to link parents to an enforcable standard. Their children will be the hostage, and parental rights the carrot used to ensure compliance.
[ This Message was edited by: Deborah on 2004-06-05 21:11 ]