Many of us are surprised by the riots and anarchy spreading across our nation. Others have been planning for this day for years. This article by Nancy Huff is eye-opening–our public schools have been grooming students to embrace radical ideas and radical means of achieving them.–Editor’s Note.

In education, a Change Agent is someone who assists students in the process of shifting attitudes, values, and actions to address social problems. The term appeared in education 50 years ago and referred to adults inside or outside of a school who re-educate children on issues such as morality, sexuality, and religious views. Today Change Agents operate freely in our public schools as teachers, counselors, and administrators who embrace a radical, leftist agenda. As those who teach our children, they inspire students to disregard authority, riot, and destroy other people’s property for the cause of social justice. How did they infiltrate our classrooms, and in so doing, feel comfortable sharing their attitudes with students? How do we pray to expose and stop their influence over the students of this nation?

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Most of the radical teachers are home-grown. They are the products of America’s educational systems. The typical teacher received a degree from one of our secular colleges or universities and came to the teaching profession already armed with a left-of-center political bias. During teacher orientation, a local labor union representative enlists new teachers in the National Education Association (NEA). If they teach in a non-right-to-work state, they must belong to the NEA. At this point, the teacher enters the Change Agent vortex.

As a leftist organization, the NEA wants the children in our public schools to adopt their liberal thinking on all social issues, including sexuality from K-12, climate change, and racial inequality. Early on, the NEA realized that to instigate social chaos in a well-organized and smooth-running society, they would have to start not with the school children, but with their teachers.

In 2019, public schools hired over 260,000 new teachers, of this group, the NEA successfully enlisted 75% in their labor union. Once a member, the NEA provides training for anyone who wishes to become an activist. To best decide the members they will sponsor and encourage,  NEA officials take note of those who attend the national NEA convention, those who take classes in political activism at conferences, those who participate in seminars, summer institutes, and specialized training sessions. They look for teachers who embrace liberal causes: climate change, sexual orientation, K-12 sexual training, civil rights, etc. And most importantly, they pay particular attention to teachers who engage in community activism. These are their community organizers.

This massive push for social activism began in our schools, as most new programs do, through educational research that eventually turns up in our school curriculum and through influencing organizations like the NEA.

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As it turned out, our government provided the money for the foundation of how to train Change Agents that would begin in our public schools. In 1967, our nation faced a severe teacher shortage. Congress passed the Education and Professions Development Act, allocating grant money to help facilitate the hiring and training of new teachers. The U.S. Office of Education under the Department of Health, Education, and Welfare (a forerunner of the U.S. Department of Education) managed the grants. One of the awards went to two professors at the University of Michigan, Ronald G. and Mary C. Havelock. As socialists, the Havelocks chose not to research new teacher training. Instead, the group researched how to train teachers as Change Agents in America’s public schools. Their work, A Change Agent’s Guide to Innovation in Education, exceeded their expectations. They referenced schools as experimental laboratories and use terms such as operant conditioning and social reform. Their later work, Training for Change Agents, addresses how teachers can extinguish existing attitudes, knowledge, and behavior.

The Havelocks, as anti-war activists, were the first to advocate training several types of advocate-organizer-agitators, which they called ADORAG for short. A separate research paper submitted while they were at the University of Michigan states their objective clearly: “Training for Social Agents, Institute for Social Research,  A model of change-through-crisis will be presented…which utilizes disruption in educational systems as an important input variable.”

As contemporaries who held common social action beliefs and worked together, the Havelocks and Saul Alinsky both had significant influence at the NEA. At one point, Alinsky spoke to a top-level group of educators at an NEA convention. The NEA endorsed his book, Rules for Radicals, as recommended reading, but later deleted the web page that gave the book’s recommendation. Rules for Radicals is a manual for conducting strikes, riots, and mayhem to achieve a specific social change.

John Lloyd, who served as an NEA UniServ director and the executive director of the Kansas NEA affiliate, said, “To understand the NEA – to understand the union – read Saul Alinsky. If you read ‘Rules for Radicals,’ you will understand the NEA more profoundly than reading anything else. Because the whole organization was modeled on that kind of behavior which was really begun when NEA used Saul Alinsky as a consultant to train their own staff.“

Although the beginning of the NEA’s plunge into radicalism began over 50 years ago, the Havelocks and Saul Alinsky still hold significant influence over the direction of their goals and the activities in which they engage daily. The NEA continues to use their tactics in changing public school teachers into social activists in our classrooms. We should not be surprised when our students turn to the destruction of property as a means to achieve their social justice goals.

About the Author: Nancy Huff is an educator with a mission to equip believers to pray strategically for the Cultural Mountain of Education. She has authored Taking the Mountain of Education: A Strategic Prayer Guide to Transform America’s Schools. She leads prayer groups to pray at key educational locations across the US. Currently, Nancy serves as the Heartland Apostolic Prayer Network (HAPN) Lead Prayer Coordinator for the Mountain of Education. For additional information go to: https://takingthemountainofeducation.com/author/nancyahuff/