My Mentor Was a Black Panther, Freedom Rider with a UN PhD in Global Governance
Case study of indoctrination at the local level for global technocracy
As world wars ignite, 5D chess unfolds, and uprisings erupt on cue, many are asking: How did we get here and what’s really happening?
This isn’t just a memoir, it’s a case study in how psychological conditioning at the local level laid the groundwork for the global technocracy now closing in. At the center of it is Ekistics—the UN’s hidden curriculum for behavioral control. Marketed as a science of “how people live,” it’s a systems theory designed to engineer how we move, think, and interact. It became the backbone of Agenda 21,1 and the blueprint for the world being built around us.
The following narrative outlines an architecture of mass illusion in the making circa the mid 1990s P.W. (Pre-Woke)
Where I’m from, high school wasn’t education, it was ideological indoctrination. You might assume I grew up in China, the former Soviet Union, or maybe Afghanistan. No. I was born and raised in the American South—specifically, inner-city Atlanta. Just beyond the city perimeter, the Bible Belt still held to traditional values. But inside city limits, it was a different world entirely.
When American Schooling Became Radicalized
I often reflect on my high school experience, especially the years from 10th to 12th grade—in hindsight, both amazed and dismayed at how subversive, yet obvious the indoctrination had been. While the term “woke”2 wouldn’t appear for another twenty years, the ideological training was present and intentional—if never openly named—at least as early as the mid-1990s.
For decades, the scientific religion of Progressivism has quietly metastasized through America’s schools, capturing the minds of future leaders in a methodical, unseen takedown of the American way of life. What was once whispered in euphemism is now declared with boldness—and still, we sleep.
What follows is my experience clarified through decades spent researching to understand the forces at work in my own life. I present it to you now, prayerfully. May it shake you awake and, Lord willing, inspire you to be a watchman.
MatrixOverride is an AoT original series based on my life experience as told through short vignettes that expose mass illusion and how many people unknowingly accept and contribute to their own enslavement.
MatrixOverride Episode 1 - Me and My Illuminati Handler (11 minutes)
From my sophomore through senior years, I attended Horizons School—an experimental K–12 program in Atlanta’s Lake Claire neighborhood. Horizons was officially a subsidiary of the Educational Center for Applied Ekistics, Inc. (ECAE). As my research will show, Horizons was an early model for the universal application of Critical Pedagogy3 and the indoctrination of the worldview later mandated by the United Nations' Sustainable Development Goals (Agenda 21).
Founded by Dr. Lorraine Wilson (my Headmaster at Horizon’s School) and Les Garber in 1978, the ECAE embodied the core principles of Ekistics—merging education, social architecture, and environmental design into a behavioral control system.
Education as Behavioral Programming Wrapped in the Language of Liberation
Students were required to participate in collective governance, where during Monday morning meetings we were encouraged to reprimand one another to bring everyone into following the rules for the greater good of the school’s collective. Not unlike a Maoist struggle session4.
Social dynamics theory played a central role, with an emphasis on training group behavior to embed ideology through participation and communal ritual. Even the school’s main building was designed and constructed by students and staff. This mirrored the foundation of Critical Pedagogy, where students don’t receive knowledge and wisdom, but instead construct it collectively.
Though Horizons marketed itself as a “democratic” model for schooling and haven of creative freedom, in truth, it served as a soft-launch of the global governance model, a pilot program for social engineering disguised as education.
When Schools Became Mental Hospitals
Social and Emotional Learning (SEL) was formally introduced into the U.S. education system in the early 1990s, marking a pivotal shift away from traditional academics toward behavioral and emotional conditioning. In 1994, the Collaborative for Academic, Social, and Emotional Learning (CASEL) was established, originally housed at the Yale University Child Study Center, to coordinate and expand SEL nationwide.
What began as a fringe concept quickly became central to education policy, backed by federal funding and globalist organizations like the UNESCO-affiliated OECD. SEL reframed the classroom around identity, emotion regulation, and collectivist values, effectively turning schools into laboratories for psychological reprogramming.
Its roots lie in progressive education, humanistic psychology, and Critical Theory, aligning closely with the ideological goals of Agenda 21, sustainable development, and the UN’s Inner Development Goals. By embedding SEL into curricula, the state wasn’t just teaching students—it was reshaping their moral frameworks, subtly training them for compliance with a globalized worldview.
Since the 1990s, this philosophy has permeated modern educational practices, manifesting in Critical Theories and programs like Social and Emotional Learning that prioritize specific narratives while marginalizing dissent in the child’s mind as early as possible.
Two Research Articles You Should Read To Understand the Danger
The Real Religious Origins of Social Emotional Learning – Lisa Logan
Before They Were Buzzwords: SEL & STEM The curriculum emphasized:
Self-actualization: psychology-based humanistic conditioning
Leadership through governance: peer modeling and ideological conformity
Cultural event mandates: diversity programming as behavioral framing
Technology compliance Chromebook contracts, controlled digital space
It’s an early form of today’s SEL/STEM social compliance regime, built on the same foundations of technocratic behavioral management.
Could it be more clear?
The aim was then, and is now, to prepare the world’s youngest, most vulnerable, and formative minds to serve not a nation, but a new global order—recruitment into a globally managed consciousness.
My Headmaster, the same Lorraine Wilson that co-founded the Educational Center for Applied Ekistics was no less than a former Freedom Rider5 and Black Panther 6activist; a white woman, deeply entrenched in the consequences of the 1960s radical socialist counterculture, an ideological movement that had been adroitly ingrained within academia by the time she would enter grad school. But, you really need to understand exactly what Ekistics is to truly grasp the world order element of this school.
Ekistics: The UN’s Hidden Curriculum for Behavioral Control
Greek architect Constantinos Doxiadis, was the brainchild of Ekistics. Ekitics is a systems theory designed to control how human beings live, move, and think. Simplified as “the study of all the –ologies,” Ekistics merges architecture, urban planning, psychology, and sociology, and was (of course) adopted by the United Nations as the operating theory behind Agenda 21.
The purpose of the theory is to design rule systems, not just landscapes, that shape behavior, identity, and societal compliance that can be enforced for generations. As one contributor to the Ekistics Journal put it:
“The real goal is 'designing rule systems' to regulate social behavior through sensory frameworks and collective adaptation, not creating individual agency” (Rapoport, 2002).
In the formative years of the United Nations, Doxiadis worked closely7 with multilateral agencies to develop global strategies for population control, urbanization, and environmental restructuring. His concept of Dynamic Human Settlements8 laid the groundwork for a new kind of governance, one that would steer human behavior and reshape communities through environmental design, educational reform, and psychological management.
Agenda 21, The 2030 Agenda, the Sustainable Development Goals, or the policies of The Green New Deal—while the plan may have many hopeful sounding names, in reality it originates from one place: the UN’s science of human settlements9, a comprehensive blueprint for reorganizing society through land use regulation, ideological conditioning, and total behavioral oversight. In other words, how globalist socialists (AKA Left wing Hegelians) hide their Neo-Marxists faith behind the pseudo-altruistic religion of scientific Progressivism to capture the world in their grand idea of Utopia: Communism.
The UN’s Habitat programme promotes a “complex systems approach” to sustainable settlements—blending humanitarian relief, cultural design, and population control under the Sustainable Development Goals (SDGs).
“We aim to extend the Ekistics framework in terms of how we now understand settlement sustainability, livability and human wellbeing through the complex and adaptive dynamics at play.” — Habitat III Urban Library, 2016
“The nature and attributes of their ambience in all sensory modalities...” — Ekistics Journal, Vol. 78, 2011
“Planners must design rule systems... frameworks in open-ended design that allow various groups to express their identity and create local identity.” — Amos Rapoport, Ekistics Journal
Today, Ekistics informs not only UN urban development, but also disaster response, climate migration policy, and the inner frameworks of education and workforce development. The goal is no longer just to house people—but to restructure them.
This is why SEL and DEI are not just misguided policies. They are enforcement mechanisms of a global operating system—first tested in “experimental” schools like Horizons, now institutionalized across the nation.
Ekistics is not merely a historical curiosity, it is the active foundation of Sustainable Development:
SDG 11 A New Urban Agenda: “Make cities and human settlements inclusive, safe, resilient and sustainable.”
The UN's New Urban Agenda, SDG 11, serves as the anchor point for implementing global governance through behavioral design, surveillance urbanism, and eco-regional reorganization.
The 2008 World Urban Forum (WUF4) in Nanjing, China:
A UN-Habitat event attended by delegates from BRICS+ countries—the framework of sustainable settlements was explicitly promoted as a unifying platform for reshaping global cities.
BRICS+ nations, including China, Brazil, South Africa, and India, have since integrated these frameworks into national policies under the pretense of development, modernization, and climate adaptation.
The 2016 Habitat III conference:
Building on the formalized role of Ekistics under the New Urban Agenda, a sweeping consensus among UN bodies and BRICS+ states led to the adoption of systems theory as the basis for global behavioral governance.
It’s not just that these nations are participating, they are driving implementation, especially in the Global South.
The World Society for Ekistics explicitly outlined its goal to extend the discipline into long-term planning, disaster relief, and community transformation strategies across all types of settlements—from refugee camps to high-tech smart cities.
This confirms that what began as a theory of spatial design has now become the scaffolding for technocratic management worldwide—blending communist collectivism with capitalist control in what can only be described as stakeholder colonialism or stakeholder sovietism.
In short: it’s not just about building better cities. It’s about building better subjects.
With a PhD in Ekistics, and being co-founder of the organization responsible for discipling youth into the scientific religion of Progressivism, or Oneism10, Dr. Wilson was not a traditional teacher, she was an activist.
Today, all teachers are trained to be activists. The foundational tenets of Critical Pedagogy are most clearly defined by its most effective scholarly advocate and trainer of teachers, Joe L. Kincheloe. “Critically reflective and informed teaching…is dedicated to a praxis of social and political activism rooted in students’ development as citizens and workers, the labor of teachers as action researchers, cultural workers, and social mediators.”11
Preparing for The Alien Invasion
As I reflect now, it is uncanny how blatant the programming was. I wasn’t taught to value historical frameworks and metaphysical absolutes, but rather encouraged to explore my personal fascinations or anything I saw as relevant or important as a subject for study. For example, my high school term papers were on the following topics: The Psychology of Architecture, The Illuminati and The Freemasonry, Do Aliens and UFOs Really Exist?
I will never forget one particularly jarring experience when Dr. Wilson confided in me a secret that she seemed all too eager to share with someone who wouldn’t think her delusional for saying it. From my research topics above, it’s clear why she thought I was a safe confessor. Dr. Wilson explained to me that as part of her ongoing institutional commitments she would periodically attend meetings of an international think tank rostered by intellectuals from a wide range of disciplines. One of the prominently discussed topics was, as she stated to me:
“How to improve world relations to be ready for when the aliens arrive.” (a direct quote to the best of my memory)
Now, that might sound like an absurd joke until you look deeper into the various global policy frameworks and programmes for ideological Oneness presented at the United Nations during its 70-year history.12 The Theosophical Society’s deep influence on the UN clarifies and authenticates Dr. Wilson’s personal revelation. Theosophical themes permeate globalist frameworks such as interfaith dialogue, sustainable development, and the Inner Development Goals, offering a spiritualized foundation for planetary governance divorced from biblical truth.13
Theosophical influence on the United Nations stems largely from the work of Alice A. Bailey (1880-1949), a Theosophist who claimed telepathic revelation from a spirit guide named Djwhal Khul. In 1922, Bailey founded the Lucifer Trust publishing company (later softened to “Lucis Trust”) which to this day maintains consultative status with the UN’s Economic and Social Council (ECOSOC) and continues to promote its vision through programs like World Goodwill and World Invocation Day, which distributes Bailey’s Great Invocation—a prayer for the return of the “Coming One.” Bailey’s work provided the UN a spiritual framework for global governance—emphasizing world federation, global education, and the emergence of a universal religion to prepare humanity for the “Externalization of the Hierarchy.” The UN’s Meditation Room reflects this esoteric worldview calling for planetary unity.
In 1967, The UN established The Outer Space Treaty. Although the treaty was mostly just preparatory treaties and informal guidelines just in case, “…the United Nations and the United States Congress have thought it prudent to set in place official regulations in the event that alien life is found… 10 Laws, Rules, And Regulations For Extraterrestrial Contact outlines ten rules that will have to be taken into consideration to avoid fines, jail time, or other serious sanctions.”
Later, I understood that, regardless of whether Dr. Wilson was a true believer or knowingly complicit in a great deception, it was all part of an ongoing subversive ideological shift, reframing reality, seeding doubt, and preparing minds for a post-national, post-human future—a one-world order—scientific utopianism disguised as urbanism.
Dr. Wilson’s ideals were far more than a teaching theory. What she and her comrades in modern institutionalized education were promoting then and now is a totalizing worldview—a supreme state religion. And its deployment through American schooling, NGOs, and urban planning firms like TransurbanNZ reveals how deeply embedded this ideology has become across disciplines and borders.
HORIZONS SCHOOL STUDENT & PARENT HANDBOOK
Horizons School was an ideological pilot program rooted in Ekistics, a real-world behavioral laboratory for group dynamics and the scientific management of minds.:
“Horizons School is a subsidiary of the Educational Center for Applied Ekistics.”
— Horizons Student & Parent Handbook
That sentence is the smoking gun. This was not just a school, it was an experimental system of control, dressed up as progressive education. It applied the entire Ekistics framework: spatial conditioning, democratic governance, psychological training, and social engineering through group dynamics and ritual.
Participatory Governance as Social Conditioning
“Each week students and staff meet to plan and schedule, deal with rule infractions… When matters come to a vote, decisions are made by the community as a whole.”
This mirrors Doxiadis’ concept of dynamic equilibrium—maintaining order through flexible, participatory structures that adapt and absorb conflict while steering collective behavior.
Direct Reference to Social Justice Indoctrination
“Our speakers tend to be social-justice oriented, a topic we fervently believe is vital for our students to be quite familiar with.”
This was part of the ideological grooming process. It's clear that social justice wasn’t just an elective, it was woven into the fabric of how students were expected to perceive themselves and the world. This anticipates the full-spectrum ideological immersion we now see in public education under DEI/SEL/CRT regimes.
As an adult, when I consider Dr. Wilson, I must admit that she was very kind and seemed to sincerely care about me, personally, acting on my behalf as an advocate and an early mentor. But, the question that continually lingers in my mind to this day is—to what degree, if any, Dr. Wilson was aware that, instead of working for the liberation of mankind, she was in reality leading all of her students and future generations into the heart of the beast?
Was she a true believer? Did she realize that her critical praxis could only result in the enslavement of all people in a closed system of technocracy? Probably not.
Social Dynamics and Performative Struggle Sessions
Social Dynamics shaped every aspect of Dr. Wilson’s teaching philosophy and classroom practice. Our desks weren’t in rows but in a circle, backs to the wall eliminating any suggestion of hierarchy. An architectural metaphor for ideological leveling, this was an example of applied Ekistics in the classroom—social engineering, presenting the illusion of egalitarianism—the teacher/activist was just another contributor to the construction of new knowledges.
Our school held weekly student-led rule enforcement rituals, “democratic meetings,” where students were encouraged to self-police under a “see something, say something” policy—collectivist group dynamics and assimilation disguised as empowerment.
I, Too, Am America
A common requirement at schools like Horizons was collective participation in the writing and performance of social justice skits and plays. The benefit of hindsight revealed these mandatory productions to be nothing less than rituals of public compliance.
An example of one such production was a play called “I, Too, Am America.”
The title was almost certainly inspired by Langston Hughes’ 1926 poem “I, Too”, which ends with the line “I, too, am America,” a standard of Harlem Renaissance protest literature. Hughes’ poem was and has been frequently co-opted for school performances and social justice-themed educational initiatives, particularly in progressive or experimental schools.
At Horizons, our annually performed play “I, Too, Am America” was contoured as a ritual of inclusion and justice focused on the intersectionality of race, gender, and sexuality. Rather than a creative expression, our play was intended to be a ritualistic public declaration of our alignment with a worldview that had been predetermined for us. It was not about artistic expression, it was social grooming.
Perhaps, if the curriculum had been balanced by Christian or traditional worldviews, it could be defended as educational. But, by invoking a revered literary figure as a member of the “oppressed class”, the school intended to obfuscate political, social, and spiritual indoctrination in a cloak of cultural reverence.
Using Hughes’ words to manufacture consensus not to invite reflection was early training in emotional manipulation, identity politics, and collective performance under the guise of education.
Gestalt: Imprinting the Propaganda
Gestalt therapy employs performative and psychodramatic techniques to address psychological and behavioral conformity. American schools and institutions repurposed the clinical technique with experiential methods to the program ideological conformity of students. The purpose: to fragment moral discernment.
These “empathy exercises”—such as group role-play sessions where students are asked to embody the struggles of so-called sacred minority groups—do not simply cultivate awareness. They condition guilt into the body and embed shame into the psyche.
This is not education or healing, it is behavioral engineering.
Under the guise of emotional intelligence, students are taught to feel and perform the approved moral response. Over time, these rehearsed emotions become reflexes—psychological and physiological reflexes.
That is the point: to bypass reason and go straight to conditioning.
This is the hidden function of SEL and SEL-infused STEM: therapeutic techniques repurposed to condition emotional reflexes that align with state-approved ideologies.
Classroom protocol in America is today uses emotional scripting to replace critical thought. Students are neurologically primed to associate virtue with compliance and guilt with dissent.
Gestalt therapy, psychodrama, and SEL/STEM programming share structural and philosophical DNA. Once repurposed within educational or ideological frameworks, these systems become tools for emotional regulation, identity engineering, and group compliance. Social Emotional Learning (SEL) imports these methods into the classroom through:
“Restorative circles,” scripted dialogues, and empathy role-play mirror Gestalt’s interpersonal processing
Emphasis on mindfulness, identity development, and group affirmation
SEL uses emotional rehearsal as a method of behavioral normalization
Even STEM—seemingly neutral and technical—becomes a vessel for social engineering when fused with SEL, when group projects reinforce collectivism and compliance, and emotional check-ins and self-monitoring encourage internalized surveillance, engineering American children through conditioning into technocratic control.
Should it be a surprise? Our Headmaster, after all, was a radical feminist, Freedom Rider, and Black Panther activist, well-versed in the use of narrative and performance as tools for political transformation.
MatrixOverride Episode 2 - The Insider (11 minutes)
Sowing Doubt and Suspicion
Another example of subversive radical tactics is the instilling of suspicion of and even anger against traditional systems and natural order: namely government and “the patriarchy.” Also known as the Hermeneutics of Suspicion, Dr. Wilson encouraged us to write to U.S. government intelligence agencies (typically the FBI) to request a copy of our personal surveillance files.
These files are almost always heavily redacted, which she already knew, and was willing to suggest that this was proof that our American system was corrupt beyond repair and not worthy of fighting for. In fact, it would be framed as evidence that America must fall for the oppressed to be liberated.
Requesting our government files was framed to us as an act of empowerment, but the true intent was to seed us all with paranoia and suspicion of anything traditionally American. This is a form of deconstruction, when an entrenched tradition or ideal is subverted with doubt and suspicion for the purpose of making it irrelevant. Ultimately, deconstruction is meant to sow doubt in reality itself.
The doubt and suspicion sewn by this corrupt worldview would later cause lifelong childhood friends to disavow me. Much later in life, my Christian worldview stood as an immovable obstacle to the new world they were coerced to believe they could manifest with their superior critical consciousness and Progressive ideals.
The long arc of ideological subversion leads to one ultimate outcome: the replacement of biblical truth with a new spiritual system.
These are stories of real people—friends I grew up with—who, through elite academic institutions and cultural programming, were spiritually reoriented away from Christ and toward the coming ecumenical faith. The fruits are unmistakable.
Case Study: The Quaker Conversion
One of my closest friends from junior high and high school went on to attend Guilford College in North Carolina, a traditionally Quaker-supported college. There, she was radicalized through women’s studies programs and became a vocal supporter of Black Lives Matter. Along the way, she identified as a lesbian and eventually became a Quaker—drawn in by the movement’s pacifist, collectivist ideology.
Modern Quakerism, once rooted in a dissenting Protestant ethic, has largely adopted universalist, interfaith, and humanist tenets. It now leans heavily into globalist-compatible activism, with ties to U.N. initiatives on peace, equity, and climate justice.
My friend’s transformation from an earnest, truth-seeking teenager into a progressive spiritual activist was not incidental, it was textbook outcome.
Case Study: The Morehouse Divide
After high school, another close childhood friend of mine went to Morehouse College in Atlanta. There, he became a staunch adherent of Critical Race Theory and advocate of Marxist ideology. Our friendship ended abruptly in 2024 when he became aware that I had declined to vote for Kamala Harris. Just the knowledge of that single fact was so profound in his mind, that it warranted the immediate dissolution of decades of trust and affection.
Morehouse, once known for its biblical grounding, has become a hotbed of deconstructionist ideology. The same institution that once produced moral leaders now produces ideological enforcers.
My friend didn’t just change politically, he adopted the worldview of the system he once claimed to detest, a system that demands obedience and excommunicates dissent.
Case Study: The Columbia Initiate
A third friend, also from that same tight circle, attended Columbia University and went on to become a producer for the Oprah Winfrey Network. Oprah, arguably the most influential media figure of our time, is the primary cultural evangelist for "Christ Consciousness," a New Age/New Thought distortion of Christianity deeply influenced by Alice Bailey’s Theosophy.
Through this friend, I was introduced to James Arthur Ray, a self-help guru later imprisoned for manslaughter following a deadly “spiritual warrior” retreat. At the time, before my walk with Christ, his message seemed empowering: manifest your destiny, visualize your future. Only later did I understand this for what it was, an entry point into a Luciferian gospel of self-deification.
These weren’t random divergences. Each of these individuals came through elite institutions that functioned as ideological baptistries for the global religion being shaped now under interfaith banners, guided by UN agencies, and founded upon the rejection of Christ as the only way, truth, and life.
The UN doesn’t need to build a new religion, it has already done so.
It just needed willing disciples, and sadly, many of them were my closest friends.
What my friends and I experienced wasn’t education. It was an initiation into a globally managed critical consciousness. By instilling suspicion and paranoia at a formative age, our educators were training us to distrust our own nation, not as a call for reform, but as a tactic of ideological demolition.
This was not about awakening for healing and betterment; it was intended to turn our young minds against national identity, historical truth, and the very idea of objective reality so that America could be dismantled from within by the next generation.
Boiling The Frog: How Patient Radicals Have Cooked America
Dr. Wilson and Horizons School represent the effects of “The long march through the institutions,”14 a strategy coined by Marxist theorist Rudi Dutschke in the 1960s, Inspired by Antonio Gramsci’s concept of cultural hegemony. Rather than a violent revolution, The “Long March” prescribed a slow, methodical, and gradual infiltration of key societal institutions—education, media, law, religion, and culture—to reshape public consciousness from within. Over time, perhaps a generation or more, this method of ideological subversion would eventually normalize Marxist values, resulting in the progressive transformation of Western civilization’s moral and intellectual foundations without triggering direct resistance.
Like frog in a pot of room temperature water. The temperature of the water is slowly raised so the frog feels no impulse to suddenly jump out. Slowly the water is raised to boiling temperature. Eventually, the frog is boiled to death, never realizing what was happening. Are you starting to feel warm?
Dr. Wilson was influenced by Western Marxism at a time when almost no one, especially parents, possessed the experience or vocabulary to identify the danger. Particularly the revolutionary ideals of the Frankfurt School and Herbert Marcuse's doctrinal concept of "repressive tolerance"—advocating for the suppression of traditional, Christian, and conservative viewpoints which were determined to be regressive. In turn, Modern, Leftist, Progressive, neopagan viewpoints were promoted as the proper form of tolerance, paradoxically enforcing another kind of ideological conformity.
My memories of Lorraine Wilson are complicated. She was a reassuring influence for a teenage girl feeling her way through the awkward years of life. Encouraging me to pursue the ideas and issues that mattered to me, she genuinely seemed to care about what happened to me. However, after several decades of heeding her advice and following the evidence wherever it led, my discoveries, in fact, directly implicated Dr. Wilson in the ideological and spiritual subversion of my country.
MatrixOverride Episode 3 - Soul Not for Sale (11 minutes)
Now is The Winter of Our Willful Ignorance
My experience is not unique. It is microcosm of education in America that has progressed far beyond Dr. Lorraine Wilson’s idealism for a better world and is now openly warring for deconstruction of the established order. The groundwork was laid more than thirty years ago for the normalization of soul crushing collectivist ideals through America’s youth via education. Today, these prescriptions are proudly published, proclaimed, and passed into law through the ubiquitous bipartisan policies of Agenda 21/2030 and the Sustainable Development Goals.
America can no longer afford the false security of trusting in chariots.
“Some trust in chariots and some in horses, but we trust in the name of the Lord our God.” —Psalm 20:7
The blessings of liberty are not self-sustaining. Our freedom and national greatness will not endure without faithful watchmen—citizens who fear the Lord and disciple their children in truth. Giving in to apathy and willful ignorance is to abandon our post.
“But if the watchman sees the sword coming and does not blow the trumpet to warn the people, and the sword comes and takes someone’s life… I will hold the watchman accountable for their blood.” —Ezekiel 33:6
The enemies of America have lulled us to sleep and captured our schools. The evidence is clear. Our love of convenience will be the death of our liberty and we will be judged harshly for giving our children to the burning hands of Moloch.
Jesus gave a stern warning about causing or allowing spiritual harm to children or vulnerable believers:
“Whoever causes one of these little ones who believe in Me to sin, it would be better for him to have a great millstone fastened around his neck and to be drowned in the depth of the sea.” —Matthew 18:6 (ESV)
Stand firm. Do not abandon your post. You were placed there for such a time as this—not to flee, not to fold, but to watch, warn, and withstand.
The darkness is bold, but your calling is holy. Stay faithful. The One who called you is watching—and His grace is sufficient for all our needs.
Soli Deo Gloria
Summer Black, Director, Armor of Truth
The Mother of ‘Woke’: How ‘Civil Rights’ Poisoned America
The Civil Rights Movement of 1964 was never truly about ending segregation and discrimination according to race, it was always about power and Neo Marxist ideals and forcing social change by selecting and empowering a vulnerable group to be on the proletariat side of the dialectic.
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Ekistics · Agenda 21 · Sustainable Development Goals · Social Emotional Learning (SEL) · United Nations education agenda · Critical Pedagogy · Behavioral engineering · UN technocracy · Stakeholder colonialism · Education as indoctrination · Marxist education · Repressive tolerance · Herbert Marcuse · Frankfurt School · Critical Constructivism · Cultural subversion · Global governance · Technocratic control · Post-humanism · Progressive indoctrination · No Kings movement · Consciousness conditioning · Identity politics in education · Smart cities agenda · BRICS+ globalism · Indoctrinated youth
What is today popularly referred to as “Woke” ideology is more accurately described as Critical Constructivist Epistemology—an educational framework that conditions students to deconstruct traditional knowledge, view truth as socially constructed, and see all social relations through the lens of oppressor vs. oppressed. It underpins programs like SEL, DEI, and culturally responsive teaching.
Critical Pedagogy is a Marxist-informed educational philosophy that views teaching as a political act aimed at challenging systems of oppression. Rooted in the work of Paulo Freire (Pedagogy of the Oppressed, 1970), it encourages students to question dominant power structures, reject so-called “neutral” knowledge, and become agents of social transformation. Rather than transmitting facts, educators act as facilitators of ideological awakening, often emphasizing identity, equity, and resistance to traditional Western values.
Struggle session: A form of public humiliation and psychological torture used during Maoist China’s Cultural Revolution (1966–1976), where individuals—often teachers, intellectuals, or political dissenters—were forced to confess alleged ideological crimes. These sessions involved verbal abuse, forced self-criticism, and group shaming to enforce conformity and break down personal resistance. While originally political, the term is now used more broadly to describe coercive, performative apologies demanded for violating dominant ideological norms.
Freedom Rider: A civil rights activist—often a young student—who participated in the 1961 Freedom Rides, a campaign organized by the Congress of Racial Equality (CORE), the Fellowship of Reconciliation and later the Student Nonviolent Coordinating Committee (SNCC) for an interracial bus ride across state lines in the American South to test Supreme Court rulings (Morgan v. Virginia, Boynton v. Virginia) that declared segregation on interstate buses unconstitutional. This “Journey of Reconciliation” inspired a new national context of sit-ins, boycotts, and the emergence of the Southern Christian Leadership Conference the Freedom Rides were able to harness enough national attention to force a 1961 Interstate Commerce Commission order banning segregation in interstate travel.
Black Panther Party: Founded in October 1966 by Huey Newton (1942-1989) and Bobby Seale (b. 1936), the Black Panther Party for Self-Defense became the most widely known black militant political organization of the late 1960s. The Black Panthers attracted widespread support among young urban blacks, who wore the group's distinctive black leather jackets and black berets and often openly displayed weapons. Also attracting the attention of local police and the FBI, the group declined as a result of deadly shootouts and destructive counterintelligence activities that exacerbated disputes between Panthers and other black militant groups. Read the full report here.
Tolić, Ines. (2022). The Monthly Bulletin of Tropical Housing & Planning was founded by Constantinos A. Doxiadis and Jaqueline Tyrwhitt in October 1955. …widely read and highly influential journal highlighting the strategic role of the journal for Doxiadis’ global agenda, used as a case study to follow the evolution of the discourse on housing, building and planning during the UN Development decades and until the organization in 1976 of UN Habitat, the first international conference entirely dedicated to human settlements. Explores the role that experts and international cooperation missions have played in the spread of modernity and on Doxiadis’ legacy in this field.
The United Nations's Human Settlements Programme, known as UN-Habitat, is the leading global agency addressing the complexities of human settlements and urbanization. Established in 1978, UN-Habitat’s mission is to promote socially and environmentally sustainable towns and cities, ensuring adequate shelter for all.
https://www.un.org/en/global-issues/human-settlements
The UN’s “science of human settlements” refers to a field formalized through the United Nations Centre for Human Settlements (Habitat) and later reinforced by programs like UN-Habitat and Agenda 21. Rooted in Ekistics, a theory developed by Greek planner Constantinos Doxiadis, it treats human living environments as systems to be scientifically managed. This "science" promotes centralized planning, urban densification, and behavioral governance under the guise of sustainability, aligning with broader globalist goals to reshape how populations live, move, and think within controlled “smart” environments.
Ones: A term popularized by theologian Peter Jones to describe the worldview in which all reality is seen as one interconnected substance—erasing the Creator-creation distinction. Rooted in paganism, Gnosticism, and Eastern mysticism, Oneism promotes spiritual monism, where God, nature, and humanity are all part of a unified divine essence. In contrast to biblical Twoism, which affirms a holy God distinct from His creation, Oneism undergirds many modern ideologies including pantheism, eco-spirituality, gender fluidity, and New Age globalism.
Joe L. Kincheloe and how "Woke" ideology is rooted in Critical Constructivism: Critical Constructivism: Coined and developed by education theorist Joe L. Kincheloe, fuses constructivist learning theory (which holds that all knowledge is a social construct that is actively constructed by learners) with critical theory (which seeks to make students and teachers personally aware of their own role in oppression in order to challenge power structures in society).
Kincheloe taught that education is always a political act and that teachers bore the responsibility of “emancipating students from oppressive systems, emphasizing identity, race, gender, and class as central to understanding truth.
The UN’s role in alien visitation or extraterrestrial contact:
Outer Space Treaty (1967) - Article V requires signatory nations to notify all States Parties and the UN Secretary‑General if they discover phenomena in space that could endanger astronauts—implicitly including extraterrestrial life.
Why I Would Make a Perfect Alien Liaison - “The United Nations has appointed an “alien liaison” to act as an ambassador to any extraterrestrial explorers, invaders or skin-harvesters that might visit Earth, London’s Sunday Times and other news sources reported this week.” https://www.wired.com/2010/10/alt-text-alien-liaison/
10 Laws, Rules, And Regulations For Extraterrestrial Contact - “…the United Nations and the United States Congress have thought it prudent to set in place official regulations in the event that alien life is found…here are ten rules that will have to be taken into consideration to avoid fines, jail time, or other serious sanctions.” https://listverse.com/2017/03/12/10-laws-rules-and-regulations-for-extraterrestrial-contact/
SETI Protocols for First Contact - One of the functions of the IAA SETI Permanent Committee is to establish protocols to be followed by SETI scientists in the detection, analysis, verification, announcement, and response to signals from extraterrestrial civilizations: https://web.archive.org/web/20120114180704/http://www.setileague.org/iaaseti/protocol.htm
Theosophical influence on the United Nations stems largely from the work of Alice A. Bailey, a former Theosophist who founded Lucis Trust (originally Lucifer Publishing Co.) in 1922. Claiming telepathic revelation from a spirit guide named Djwhal Khul, Bailey authored over 20 books outlining a spiritual framework for global governance—emphasizing world federation, global education, and the emergence of a universal religion to prepare humanity for the “Externalization of the Hierarchy.” Lucis Trust maintains consultative status with the UN’s Economic and Social Council (ECOSOC) and continues to promote its vision through programs like World Goodwill and World Invocation Day, which distributes Bailey’s Great Invocation—a prayer for the return of the “Coming One.” The UN Meditation Room, established by Secretary-General Dag Hammarskjöld, reflects this esoteric worldview, promoting silent contemplation and planetary unity. While not formal UN doctrine, theosophical themes permeate globalist frameworks such as interfaith dialogue, sustainable development, and the Inner Development Goals, offering a spiritualized foundation for planetary governance divorced from biblical truth.
“The long march through the institutions” is a strategy coined by Marxist theorist Rudi Dutschke in the 1960s, inspired by Antonio Gramsci’s concept of cultural hegemony. Rather than violent revolution, it called for gradual infiltration of key societal institutions—education, media, law, religion, and culture—to reshape public consciousness from within. This method of ideological subversion sought to normalize Marxist values over time, resulting in the progressive transformation of Western civilization’s moral and intellectual foundations without triggering direct resistance.