The American Founders understood and insisted upon education as; forming persons capable of recognizing truth, moral obligation and the antecedent principles upon which republican self-government depends. Bloom’s Taxonomy relocates pedagogical attention from what the learner must recognize as true and binding (essential and requisite for self governance, public service and public office) - to - what the learner can demonstrably do, instrumentally, with knowledge. That sleight of hand pedagogical operation substitutes ‘assessed cognitive performance’ (on enemy terms when they control your Education System) - for - the formation of rightly ordered judgment in accord with constitutive governing grammar. And it performs this bait & switch without ever declaring the governing educational end to have been abandoned‼️. Your enemies foreign and domestic are thereby educating generations of citizens, future public servants and public office holders to unwittingly fail to uphold and defend their own ConstitutinterfightUNESCO'sional Security in practise. To facilitate its destruction from within and By Their Own Hand. Clever, highly educated students can thereby analyze, synthesize and evaluate e.g. the Declaration of Independence (and other non negotiable constitutive governing Deposits) without ever recognizing their constitutive authority, even though those deposits often remain in the curriculum. The modern pedagogy no longer requires the learner(s) to recognize what is binding about any of it. The substance is removed by this means of pedagogical and epistemological warfare - yes - it has always been warfare, not neutral intellectual theory. It was not a well meaning error. It was a deliberate deployed mechanism, a negation tool. The governing pedagogical operation is Substitution Without Declaration. There wasn’t even a ‘misportraying’. A thing is what it does. Regarding Bloom’s bullshit - it was always only ever a tool for subverting and destroying America from within THROUGH the arm of warfare you and I know as…..Education. Read it and weep:

— CJ the palmer worm; wife,mother, researcher. (@thepalmerworm) October 10, 2026

Trading Facts for Feel-Good Experience.

1967.  The NEA Journal published "The New Social Studies," which said the most obvious change occurring in the social studies is a breaking away from the traditional dominance of history, geography, and civics. Materials from the behavioral sciences . . .  sociology, social psychology, . . . are being incorporated into both Elementary and secondaries school programs.

1988.  Dr. Donald A. Cowan asked a leading question during a forum at the Dallas Institute of humanities and culture: "What will take the place of logic, fact, and analysis in the coming age?  The central way of thought for this new era will be imagination.  Imagination will be the active, creative agent of culture, transforming brute materials to a higher more knowable state . . . ."

1956.  In Taxonomy of Educational Objectives, The Classification of Educational Goals, Professor Bloom wrote, ". . . a large part of what we call good teaching is the teachers ability to attain affective objectives through challenging the students' fixed beliefs and getting into discuss issues." generative themes dialogic practice struggle sessions affirmation.

Note:  while a sound body of factual knowledge should be the foundation of all thinking processes this model reduced factual knowledge and comprehension to the rank of lower order thinking skills, suggesting that traditional knowledge had become relatively insignificant and could even be a hindrance in contrast the more subjective processes application analysis synthesis and evaluation were elevated to higher order thinking skills.

How can students apply analyze synthesize and evaluate without facts how can they reach a rational conclusion without comprehension they can't in the absence of foundational facts those higher order thinking skills can only lead to subjective uncertain answers and without a broad knowledge base children are rudderless and headed for disaster deprived of the factual comprehension needed for moral spiritual intellectual discernment they cannot recognize deception all the mercy of manipulative social revolutionaries they are ready to embrace the new age Neo-Pagan view of reality which has no basis in real reality transgender queer Theory climate activism critical pedagogy.

Dr Bloom's process controls the outcome or end product of thinking which was often an opinion or a value judgment by censoring a student's knowledge base the teacher can direct the students thinking it works through bias information carefully design hypothetical stories and pointed Socratic questioning students are persuaded that their home taught beliefs and values are incompatible with the needs for the 21st century.

1968.  Professor John Goodlad reported that Professor Benjamin Bloom [called the father of OBE] "was invited by UNESCO in 1968 to submit a proposal for a 6 to 9 week training program which would partially fulfill recommendations made at UNESCO Moscow meeting dealing with the formation of national centers for curriculum development research." Bloom's "program was ultimately approved by UNESCO General Counsel John I. Goodlad & Associates, Curriculum Inquiry the Study of Curriculum Practice (NY: McGraw-Hill, 1979), page 261. Cited by Iserbyt.

1976.  And Nea program titled a declaration of interdependence education for a global Community was made available to schools across the country.

1981.  Professor Benjamin Bloom explained that the International Association for evaluation of educational achievement is an organization of 22 National research centers which are engaged in the study of Education this group has been concerned with the use of international tests the evaluation instruments also represent an international consensus on the knowledge and objectives most worth learning.

1985.  The curriculum arm of the Nea the association of for supervision and curriculum development ascd co-sponsored and international curriculum Symposium in the Netherlands according to education week the ascd executive director Dr Gordon cowetti urged representatives of other Western nations in Japan to press for the development of a world Core Curriculum based on knowledge that will ensure peaceful and cooperative existence among the human species on this planet.  "This World Core Curriculum would be on the teachings of theosophist Alice Bailey who received her Channel instructions from her spirit guide Djhwal Khul.  The framework would be written by a cultist UN leader Robert Mueller.  His beliefs and influence are explained in "The International Agenda.". 

1988.  In "Globalism Tramples on American Values," Dr. D. L. Cuddy wrote: ". . . an American Forum on Education and International Competence will . . . have workshops on such topics as developing strategies for internationalizing State curriculum and political religious challenges to Global education according to a report by the study Commission on global education all School courses should be infused with a Global Perspective St Louis Post Dispatch May 12 1988 Cutty page 81.

1993.  

CJ THE PALMER WORM: when people perish for lack of knowledge, they are deracinated and rendered willing tools of asymmetric warfare. They fail to uphold and defend legitimate office and instead, embrace the jurisdictional usurpation of it.

The product of the first substitution (‘women priests’) becomes the operator of the second substitution (negation of the Creed - the Deposit). The illegitimate ‘priest’ performs upon it the same operation by which her own illegitimate occupancy of the custodial office became… https://t.co/fQKHQwzOaN

— CJ the palmer worm; wife,mother, researcher. (@thepalmerworm) September 27, 2026

The product of the first substitution (‘women priests’) becomes the operator of the second substitution (negation of the Creed - the Deposit). The illegitimate ‘priest’ performs upon it the same operation by which her own illegitimate occupancy of the custodial office became illegitimately institutionally ‘permitted’. The ‘altered’ office becomes an instrument for further ‘alteration’. Operational recursion; the ‘product’ of jurisdictional inversion becomes its next ‘agent’ of ‘transformation’ - negation. And the transmission apparatus itself (seminaries) is pedagogically captured and made to manufacture copies of the operation. It’s not unlike a virus which hijacks a cell’s replication machinery so that the cell no longer reproduces what it was constituted to produce; it manufactures the agent of its own capture, which then repeats the operation in other cells. Or if you like - a corrupted master template which produces corrupted copies and those copies are then installed as the templates for the next production cycle. The deviation therefore becomes self-replicating through the machinery originally designed to preserve fidelity. Formation, education, training and the training pipelines, who/what funds and operationalizes that, who/what holds jurisdiction over that…….who/what guards the guards? In comprehending the Deposit and embodying it faithfully, that is answered. However, when people perish for lack of knowledge, they are deracinated and rendered willing tools of asymmetric warfare. They fail to uphold and defend legitimate office and instead, embrace the jurisdictional usurpation of it.

Deracination is one of the key foundational defence deficits requiring rectification and resourced action. 

But Islam is not a ‘Religion’ it is a parallel legal system in direct conflict with the Constitution.

How is the ruling of that so called ‘new state law’ not unconstitutional?

And why do lawyers themselves not call this out?

A system of governance predicated on the Rule of… https://t.co/TZhLyjFCHQ

— CJ the palmer worm; wife,mother, researcher. (@thepalmerworm) August 7, 2026

CJ THE PALMER WORM: They describe a continuing obligation of stewardship. The significance is that the Declaration is not merely reporting an opinion - a historical consensus. It is declaring ahistorical constants which are the ground upon which political authority is to be exercised.

Thank you to Linuxhippie. 

No, hold is not ‘apprehension’. That treats hold as though it means simply to grasp intellectually. But in the Declaration, the phrase is ‘We hold these truths…’ not We ‘apprehend’ these truths. Historically, hold certainly includes the idea of maintaining a judgment or…

— CJ the palmer worm; wife,mother, researcher. (@thepalmerworm) July 30, 2026

No, hold is not ‘apprehension’. That treats hold as though it means simply to grasp intellectually. But in the Declaration, the phrase is ‘We hold these truths…’ not We ‘apprehend’ these truths. Historically, hold certainly includes the idea of maintaining a judgment or conviction - but crucially, it carries a much stronger fiduciary and custodial sense that my work emphasizes because those fiduciary and custodial failures (which are at root pedagogical ones) are why the Republic is in its current state, with its defences taken out. Think about ordinary English: We hold office. We hold property in trust. We hold the line. We hold a commission. We hold a position. We hold someone to their oath. None of these merely describe a mental event. They describe a continuing obligation of stewardship. The significance is that the Declaration is not merely reporting an opinion - a historical consensus. It is declaring ahistorical constants which are the ground upon which political authority is to be exercised. That ground under those constants is what provides political legitimacy. Political orders which violate those constants are illegitimate because they have not remained bound to those truths. The pedagogical sequence (which needs to inform education for public office/service) is this: Reality presents truths that are knowable. Those truths are recognized. They are then held maintained as binding “I do solemnly swear”…..”I pledge my life, honour etc” And because they are held in fiduciary trust, they are the standard by which government is judged. Thereby public office remains a fiduciary trust ordered toward preserving and conserving (not redefining and rejecting) those truths. And you can see the relationship of that to the constitutional language that follows. Public officials don’t receive authority to renegotiate first principles; they receive authority under them. Activists and revolutionaries however……and the political apparatus and organs of state have been under revolutionary occupation for over a century. Recognition receives the truth. Holding binds the person to it. Isn’t it both astonishing and appalling that Education and Professional Training has failed to teach this basic principle and practise of national defenceand of professional integrity, not to mention the civic responsibility of self governance for all citizens. Nobody says a judge ‘apprehends’ his office. He holds it, meaning he bears an ongoing fiduciary obligation. Likewise, the Declaration’s ‘We hold these truths…’ are much more than an intellectual acknowledgment. The moral obligation of self governance in the upholding and defence of civic liberty. It is a public commitment that these truths will remain (We Hold) THE governing standard against which political action is measured. It’s why academia and education abandoning/confounding self-evident truths is not simply making an ‘intellectual mistake’. It is a breach of fiduciary trust and a dereliction of duty. Once those truths are no longer held, office itself changes its purpose; from stewardship under antecedent reality to usurping and revolutionary authority over reality. That is precisely the jurisdictional inversion the Founders stated explicitly must be guarded against through ‘vigilance’ (George Washington) regarding enemies ‘foreign and domestic’.

To ‘hold’ is the utmost obedience to duty, not to self. I think I need to prepare an article on the fiduciary nature of ‘We Hold’.