America has changed! We were "a nation
under God, indivisible, with liberty and justice for all." We have become a
divided nation with eroding liberties for those who refuse to
conform. The seeds for this transformation were planted long ago, but few saw
the warning signs. Now that the evidence is too profuse to deny, it may be too
late to slow or stop the process. I hope not.
As you read, notice the
powerful people, organizations and foundations that inspire, plan, and fund the
transformation. Follow their names and see their links to other groups. By the
time you reach the eighties, the names will become more familiar: President
Bush, Lamar Alexander, President Clinton, Ted Turner.... Many of the names and
titles have been written in bold letters to help you trace their steps and
influence through the years. Significant statements have been emphasized with
italics.
Three main
themes flowing through this chronology:
- Purge the beliefs, values,
individualism, independence and free enterprise that made
this nation unique.
-
Promote global beliefs and interdependence, universal values, a managed
economy, and controlled "human capital" -- even at the cost of our
constitutional rights and personal freedom.
-
Implement the psycho-social strategies developed in various Regional
Educational Laboratories across our country to modify beliefs, values
and behavior to match the the UN-globalist agenda.
1905. The
Carnegie
Foundation for the Advancement of Teaching (CFAT) was founded.
Together with other Carnegie Foundations, it has been a major promoter
and funder of socialistic, global education projects.
1908. While the patriotic
President Teddy Roosevelt was finishing his White House term,
John Dewey
was laying the foundations for a revolutionary transformation of America and the
rest of the world. In "Religion and our Schools", he wrote,
"Our schools ... are performing
an infinitely significant religious work. They are promoting the social
unity out of which in the end genuine religious unity must grow. ...dogmatic
beliefs... we see.. disappearing.... It is the part of men to... work for the transformation
of all practical instrumentalities of education till they are in harmony with
these ideas." [1]
Cuddy, page 11.
1919. The
Institute
of International Education was established with a grant from the
Carnegie Endowment for International Peace.
Edward
R. Murrow became the IIE's Assistant
Director and
John Dewey served on its
National Advisory Council.
1933.
John Dewey,
"father
of progressive education" and honorary president of the
National Education Association (NEA), co-authored the Humanist
Manifesto I. Its introduction warned against identifying "religion"
with existing doctrines which "are powerless to solve the problems of human
living in the Twentieth Century... Any religion that can hope to be a
synthesizing and dynamic force for day, must be shaped for the needs of this
age."
1934. Former Executive Secretary
of the
National Education Association
(NEA)
Willard Givens warned
that "...all of us, including the 'owners', must be subjected to a large
degree of social control... An equitable distribution of income will be
sought....
[T]he
major function of the school is the social orientation of the individual. It
must seek to give him understanding of the transition to a new social
order."
1934. The
Carnegie
Corporation funded the American Historical Association's
Report of the Commission on the
Social Studies. Like most of
today's social studies curricula, the report called for a shift from free
enterprise to collectivism:
"...the age of
individualism and laissez faire in economy and government is closing and... a
new age of collectivism is emerging... It may involve the limiting or
supplanting of private property by public property or it may entail the
preservation of private property, extended and distributed among the masses..."
1942. The editor of the
NEA
Journal, J.
Elmer Morgan, wrote an editorial titled "The United Peoples of
the World." In it, he explained a world government's need for an
educational branch, a world system of money and credit, a world police force,
"a world bill of rights and duties."
1946.
In
his NEA editorial, "The teacher
and World Government," J. Elmer Morgan, wrote,
"In the struggle to
establish an adequate world government, the teacher... can do much to prepare
the hearts and minds of children.... At the very top of all the agencies which
will assure the coming of world government must stand the school, the teacher,
and the organized profession."
1946
(February). Five decades ago, Canadian psychiatrist
and World War II
General Brock Chisholm, M.D. head of the
World Health Organization (WHO),
promoted the behavior modification processes now mandated through Goals 2000.
Compare his vision with today's
Mastery Learning (Chapter 3) and planned control of the family (Chapter 7):
"We have swallowed all manner of poisonous certainties fed us by our
parents, our Sunday and day school teachers... The results are frustration,
inferiority, neurosis and inability to... make the world fit to live in.
"The re-interpretation and eventually eradication of the concept of right
and wrong which has been the basis of child training... these are the belated
objectives of practically all effective psychotherapy....
"[Psychology and sociology...
the
sciences of living, should be... taught to all children in primary an secondary
schools, while the study of such thing as trigonometry, Latin, religions and
others of specialist concern should be left to universities. Only so... can we
help our children carry their responsibilities as world citizens....
"...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. It is, however, only recently that it has become a matter
of certain knowledge that 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... for their own
protection and that of other people.... [Individuals with] guilts, fears,
inferiorites, are certain to project their hates on to others.... Any
such reaction now becomes a dangerous threat to the whole world. For the
very survival of the human race, world understanding, tolerance and forbearance
have become absolutely essential. We must be prepared to sacrifice much....
Whatever the cost, we must learn to live in friendliness and peace... . putting
aside the mistaken old ways of our elders if that is possible. If it cannot be
done gently, it may have to be done roughly or even violently."
1948. The NEA,
funded
in part by the
Carnegie
Corporation,
produced a set of international guidelines called
Education
for International Understanding in American Schools - Suggestions and
Recommendations. It included
this statement:
"The idea has become
established that the preservation of international peace and order may require
that force be used to compel a nation to
conduct its affairs within the framework of an established world system. The
most modern expression of this doctrine of collective security is in the
United
Nations Charter... Many persons believe that enduring peace cannot be
achieved so long as the nation-state system continues as at present constituted.
It is a system of international anarchy."
1962. An editorial in the Chicago Sun-Times gave an
insightful glimpse into the
NEA's
plan and power:
"For control -- real control over the Nation's children --
is being shifted rapidly to the
NEA.
That organization has about completed the job of cartelizing public school
education under its own cartel... It is extending that control over colleges and
universities."
1965. The
U.S. Congress passed the federal
Elementary and Secondary Education Act (ESEA).
Months later, it decided to fund Citizens
for the 21st Century, a book by UCLA Professor
John
Goodlad, who wrote,
"Although the conduct of education and especially
the clientele have changed.... the school is perceived very much as it was then:
a partitioned box where boys and girls come to sit still for six hours a day and
to be told about some fragmentary pieces of 'knowledge' thought to
reflect the rudiments of their 'culture.'
This image must be shattered, violently if necessary -- and forever. The
future of mankind may rest upon it."
1968. Professor
John Goodlad reported that
Professor
Benjamin
Bloom [called
Father of OBE] "was invited by UNESCO in 1968 to submit a
proposal for a six to nine week training program which would partially fulfill
recommendations made at UNESCO's Moscow
meeting dealing with the formation of national centers for curriculum
development and research...." Bloom's "program was ultimately approved
by the UNESCO General Council..."
1970.
The
Association
for Supervision and Curriculum Development (ASCD), the curriculum arm of the
NEA, published To Nurture
Humaneness: Commitment for the '70's.
The
visionary statements of its authors are coming true in
our times:
"The old order is passing.... The controls of the
past were sacred.... Social controls cannot be left to blind chance and
unplanned change -- usually attributed to God. Man must be the builder of new
forms of social organizations.... Here education must play a stellar role. (Dan W. Dodson, Professor of Educational Sociology
at N. Y. University)
"The school will need to be supplemented by
neighborhood family centers which provide infant care and developmental
activity.... Education may well begin at birth in cooperative family centers. (Francis Chase, Professor Emeritus of the
University of Chicago)
"Many daily decisions and value judgments now made
by the individual will soon be made for him... How to plan for one's children's
education will be partially taken out of his hands. (John
Loughary, Professor of Education at the University of Oregon.
"Vital questions of values, beliefs, feelings,
emotions and human interrelationships in all forms must be integral parts of the
curriculum. (Arthur Combs, Professor of Education at the
University of Florida)
1973.
Global
Education Associates
(GEA) is founded. A publicity brochure for its 1989
conference at Wichita State University describes it as "an international
network of men and women in over 70 countries who collaborate in research and
educational programs aimed at advancing world peace and security, cooperative
economic development, human rights and ecological sustainability."
That may
sound good, but the book, Toward a Human
World Order, written by
GEA founders Gerald and Patricia Mische a few years
later, puts their noble intentions into the new-paradigm context of a world
government and global socialism. "It
examines the strait-jacket of the present nation-state system and... explores
world order alternatives...."
1974.
Alvin Toffler (Newt
Gingrich's mentor),
Willard Wirtz
and other futurists wrote a report issued
Institute
for Chief State School Officers
titled "Man, Education, and Society in
the Year 2000." Other CSSO participants were
George
Bush,
James
Baker, and Edmund
de
Rothschild. Funded by HEW's Office of Education, the report concluded that
"the 50 states should organize a commission to
establish
the values that are significant in approaching problems (e.g., population)
that must be faced in the future."
The
summary explained that
"The home, the church and
the school cannot be effective maintainers [of society] since the future cannot
be predicted... The traditional cluster of knowledge, skills, values and
concepts will not help our young face the future in their private life, the
international situation.... Perhaps there is a need for the
clarification of new values needed to solve future problems.
1976. Phi Delta Kappan printed "America's Next 25
Years: Some implications for Education" by Harold Shane, Project Director
for the NEA Bicentennial Committee. Notice
that Shane used the same buzzwords that characterize Outcome-based Education
today:
Rather than adding my
voice to those who urge us to go "back to the basics," I would argue
that we need to move ahead to new
basics... Certainly, cross-cultural understanding and empathy have become
fundamental skills of human relations and intercultural rapport... the arts of
compromise and reconciliation, of consensus building, and of planning for
interdependence, a command of these talents becomes "basics"... As
young people mature, we must help them develop... a service ethic which is
geared toward the real world... the global servant concept in which we will
educate our young for planetary service and eventually for some form of world
citizenship.
1976.
The Russian book,
The
Scientific and Technological Revolution and the Revolution in Education, translated
and imported to the U.S.A., helped lay the foundation for the philosophy behind
Outcome-based Education. Its cover
jacket explains that the book "examines the fundamental directions that the
revolution in education will take: introduction of teaching machines,
instruction from a younger age, linking instruction with productive labor,
continuous education... Under socialism, education has become not only the
personal affair of every individual, but also a concern of society as a
whole." In the book, Vladimir Turchenko wrote that
One of the most
important functions of education today is... the preparation of a skilled labor
force for the national economy.... A second task... is to ensure the
socialization of the younger generation.... A child at the moment of birth is
but a biological organism that turns into a person... [through] socialization.
Actualization [of education] involves shifting the focus of instruction from
memorization to teaching how to think.... In many countries practical steps are
being taken to begin education from earliest childhood... The upbringing of the
younger generation will become the affair of all.
1978. According to Project
Global 2000: Planning for a New Century, "Robert Muller and Margaret
Mead challenged the people of the world to prepare for the year 2000 by a
'worldwide collaborative process of unparalleled thinking, education and
planning for a just and sustainable human world order.'"
1981.
Together, the UNESCO, the
World Bank, and the Office of Economic Cooperation and Development (OECD)
were researching
Critical
Thinking Skills. (You may want to review the true meaning of Critical
Thinking.) The World Bank planned to "increase the Bank's lending
for education and training to about $900 million a year."
1981. professor
Benjamin Bloom explained that the International
Association for Evaluation of Educational Achievement (IAEEA ) "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."
1983.
The Institute for 21st Century Studies was founded by Dr. Gerald O.
Barney, ex-director of the U.S. government's The Global 2000 Report (President
Carter, 1980) and funded by the
Rockefellers, the World Bank,
UNESCO... Its mission is "to provide support for the growing
international network of 21st Century Study teams," and to "engage
participation of communities of education and others.. in
exploring alternative national futures... examining education and
other key areas... adopting a global perspective."
1984. The Robert Muller School in Texas, which uses
Muller's World Core Curriculum, was
accredited by the Southern Association of Colleges, despite Muller's
acknowledgment that his philosophy is based on
"the teachings set forth in the
books of Alice Bailey by [her spirit guide] the Tibetan teacher, Djwhal Khul."
The review team "was so impressed with the Robert Muller School that they
thought the educational process and the general curriculum would be
most
valuable as a model for teacher education...
[T]he committee has recommended that information of the school's
educational processes be shared with
educators everywhere as much as possible."
1985. The New Age/globalist book,
New Genesis: Shaping a Global
Spirituality by
Robert
Muller who directed the U.N.'s powerful Economic and Social Council, was
published. Within a year, it would influence leading educators around the
world. (Chapter 2)
1985. The U.S. Department of State gave the
Carnegie
Corporation "authority to negotiate with the Soviet
Academy of Sciences, which is known to be an intelligence-gathering arm of the
KGB, regarding 'curriculum development and the restructuring of American
education.'" (See the full report by Charlotte Iserbyt)
1985 (November). At a 12-nation
international-curriculum symposium held in the Netherlands, Dr. Gordon Cawelti,
President of the Association for
Supervision and Curriculum Development (ASCD),
the curriculum arm of the powerful NEA,
urged representatives of 10 other Western nations and Japan to develop a
"world core curriculum" built on knowledge that will ensure
"peaceful and cooperative existence among the human species on this
planet." It would be based on "proposals put forth by Robert Muller,
assistant secretary-general of the United Nations, in his recent book
New
Genesis: Shaping a Global Spirituality."
1987 (March 21-24).
Robert
Muller was one of the "distinguished lecturers" at
ASCD's
42nd Annual Conference and Exhibit
Show, "COLLABORATION." Muller's
topic: "Government and Global Influences on Educational Policy."
**1987. In a
Washington Post article titled "Experts Say Too Much is Read Into
Illiteracy Crisis," Willis Harman and Thomas Sticht (Senior Scientist,
Applied Behavioral and Cognitive Sciences, Inc., San Diego and a member of
SCANS: Secretary's Commission
on Achieving Necessary Skills) explain that
Many companies have
moved operations to places with cheap, relatively poorly educated labor. What
may be crucial, they say, is the dependability of a labor force and how well it
can be managed and trained -- not its general educational level, although a
small cadre of highly educated creative people are essential to innovation and
growth. Ending discrimination and changing values are probably more important
than reading in moving low income families into the middle class.
1987. Among
the notable members of the Study Commission on Global Education were (then)
Governor Bill Clinton, AFT president
Albert
Shanker, Professor John Goodlad,
CFAT (Carnegie
Foundation
for the Advancement of Teaching) president
Ernest
Boyer, and Frank Newman,
president of the Education Commission of
the States. (In 1995, Newman's commission plays a central role in the
implementation of outcome-based education.) Together, they prepared a report
titled The United States Prepares for Its
Future: Global Perspectives in Education.
In the Foreword to the Report, New Age networker Harlan Cleveland, author
of The Third Try at World Order,
wrote:
A dozen years ago...
teaching and learning "in global perspective" was still exotic
doctrine, threatening the orthodoxies of those who still thought of American
citizenship as an amalgam of American history, American geography, American
lifestyles and American ideas.... It now seems almost conventional to speak of
American citizenship in the same breath with international interdependence and
the planetary environment.
1988 (February 1-5). At a
Soviet-American
Citizens' Summit, the education task force recommended that the
NEA
"guide a global computer program." New Ager
Barbara
Marx Hubbard was one of the summit organizers.
1988
(April 21). Ted
Turner and Robert Muller shared a
platform at Peace Through Education Conference in Arlington, Texas, sponsored by
United Nations University for Peace and the Robert Muller School.
1989 (March 10-14).
Robert
Muller spoke at the ASCD's 44th
Annual Conference in Florida. Title:
"Educating
the Global Citizen: Illuminating the Issues."
1989 (July). Eugene, Oregon, School District 4J
published its "Integrated Curriculum K-5." Page eleven in this public
school curriculum acknowledged that "The three curriculum strands are
adapted from the World Core Curriculum
by
Robert Muller..."
1989 (August 7). UNESCO's
Peace Education Prize is awarded to
Robert Muller.
1989 (November) -
President
Bush called the nation's governors together. Education secretary
Lamar
Alexander, together with governors Bill
Clinton and Richard Riley and
others, plan the six goals of America 2000. Speaking at this Governor's Conference, Shirley McCune, Senior Director
with MCREL (Mid Continent Regional
Educational Laboratory, which develops curriculum), says,
What's happening in
America today... is a total transformation
of our society. We have moved
into a new era...
I'm not sure we have really begun to comprehend... the incredible
amount of organizational restructuring and human
resource development restructuring....
What
the revolution has been in curriculum is that we no longer are teaching facts to
children...."
1989.
Howard
Gardner, author of the influential, much quoted book,
Frames
of Mind: The Theory of Multiple Intelligences,
wrote To Open Minds: Chinese Clues to the
Dilemma of Contemporary Education.
In
the latter book, he gives a glimpse of the restrictions on human freedom that
would accompany the managed economy envisioned by global change agents:
Ultimately, the
educational plans that are pursued need to be orchestrated across various
interest groups of the society so that they can, taken together, help the
society to achieve its larger goals. Individual
profiles must be considered in the light of goals pursued by the wider society;
and sometimes, in fact, individuals with gifts in certain directions must
nonetheless be guided along other, less favored paths, simply because the needs
of the culture are particularly urgent in that realm at that time.
1990 (February 23-24).
Robert
Muller was keynote speaker at a University of North Carolina conference
titled Ensuring the Future: Educating for
a World of Changes, sponsored by Educators
for Social Responsibility and The
Center for Peace Education.
1990. In The Keys
of This Blood:The Struggle for World Dominion, Malachi Martin described the
transnationalists' goal that "ideally the
same textbooks should be used all over the world in both the hard
sciences and the soft curricula. And sure enough, a concrete initiative in this
direction has been under way for some years now, undertaken by
Informatik,
a Moscow-based educational organization, and the
Carnegie
Endowment Fund...."
Martin then explains the new values they will promote:
'Good' will no longer be burdened with a moral or religious
coloring. 'Good' will simply be synonymous
with 'global.' Else, what's an education for? ... The emphasis is on
homogeneity of minds, on the creation and nourishing of a truly global
mentality.... We must all become little Transnationalists.
1990
(March 5-9). The "flagship effort of the new
spirit of sharing in education," became reality at the
WCEFA (The World Conference on Education for All) in Jomtien,
Thailand. Organized by UNESCO, UNICEF,
World Bank and other international agents, it
established six goals that matched the six goals of America 2000.
Echoing promotional literature for America 2000/Goals 2000, the follow-up
promotion indicates that the strategies for meeting these goals must be prepared
in one package "by year 2000", for they "cannot be implemented
successfully on a piecemeal basis."
1990.
Project Global 2000 was founded
by Global Education Associates (see
1973) in response to the 1978 challenge by Robert Muller and Margaret Mead to
prepare for year 2000 by "a worldwide collaborative process of unparalleled
thinking, education and planning for a just and sustainable human world
order...." It is made up of
"sixteen leading international non-governmental organizations and four
United Nations Agencies" which work together to establish "Transcultural
Dialogue, a Holistic Perspective; A Spiritual Renaissance; Environmental
Security; Economic Security and Disarmament."
Linking the U.S. Goals 2000 to the international Global 2000, Dr. Dennis
Cuddy explains that
its Education Council
works with educators to integrate World Order Perspectives into [American]
curriculum and teacher education. UNESCO
and UNICEF, which are Partners with
Global 2000, are putting into action the initiatives developed at the World
Conference on Education for All [WCEFA], the largest educational conference ever
held... It is very evident that Goals 2000
is only one phase leading to Project Global 2000.
1990. A cross-section
of the educational community gathered in Chicago to explore
holistic education, resulting in the formation of
GATE
(Global Alliance for Transforming Education), with Dr. Phil Gang as
Executive Director and Dorothy Maver on the Steering Committee. In 1991, GATE
printed Education 2000: A Holistic
Perspective, which emphasizes multiple intelligences, experiential learning and
other facets of Outcome-based Education. The document calls for "Educating
for Participatory Democracy... for Global Citizenship... for Earth Literacy and
Spirituality...."
GATE networks with educators
across the country, various United
Nations organizations, government leaders, citizen groups for social change,
the media and others.
1990 (October). Dorothy Maver, a Steering Committee
member of GATE, presented a workshop in Sydney, Australia titled, "Creative
Esoteric Education." She speaks of "bridging esoteric principles into
mainstream education. There's a paradigm shift happening in education.. linking
heart and mind... It is the process and
not the content that is most important."
Maver is a founder of the Seven Ray Institute, an adjunct faculty member
of Kean College in New Jersey. She is Co-Director for the Institute for
Visionary Leadership, and is serving on the design team of the U.N.'s Global
Education Program for Peace and Universal Responsibility sponsored by Robert
Muller's University for Peace.
1991. In his introduction to
America 2000, Lamar Alexander
wrote, "On April 18, 1991, President Bush announced America 2000: An Education Strategy. It is
a bold, comprehensive, and long-range plan to move every community in
America toward the National Education Goals adopted by the President and the
Governors last year." President Bush, who often mentions "new world
order," called for "new schools
for a new world" in his announcement.
1991 (May). "We've got to revolutionize education.
The old answers are not good enough anymore," President
Bush told students at the Saturn School of Tomorrow in St. Paul, Minnesota,
a national model for educational innovation which proved to be a disaster
academically.
1991 (July 8)
At
the request of President Bush, American business leaders form the
New American Schools Development Corporation (NASDC), a
private,
non-profit, non-partisan organization.
Its Board of Directors includes seven Council of Foreign Relations
members and five members of the Committee for Economic Development.
"The
private sector is
charging ahead, helping clear the way for reform," said Education Secretary
Lamar Alexander three years later. One of the ways privatization can
"clear the way" is by avoiding the accountability due elected
officials. As Dr.Hamburg, chief negotiator for the Soviet exchange admitted,
"privately
endowed foundations can operate in areas government may prefer to avoid."
1991 (August). Referring to Oregon's controversial
School-to-Work legislation, Lamar Alexander said on a visit to the model state,
"Oregon has taken a pioneering step, and America will be watching and
learning."
What would America be learning?
The
Oregon Education Act for the 21st Century (HB 3565) decreed that all 10th grade
students must pass an outcome-based test to earn their
Certificate of Initial Mastery (CIM). Those who fail will move on to special Learning
Centers. Since
people can neither attend college nor be employed without the CIM, the bill implies that home
schoolers and students in Christian schools whose responses fail to reflect new
global values would also have to be remediated and tested until they conform to
state and national standards. This
Oregon law parallels a federal School-to
Work bill.
1991 (October 30-November 1)
The U.S. Coalition for
Education for All (USCEFA) held a
conference on "Learning for All: Bridging Domestic and International
Education," with First Lady Barbara Bush as the "honorary chair."
The coalition is part of 156-nation network working to "reform"
education worldwide. One of the conference programs is "Education for a New
World Order" with keynote speaker Elena Lenskaya, deputy to the Minister of
Education of Russia.
1991 (December 4).
UNICEF,
UNESCO, UNDP and The World Bank
convene the International Consultative
Forum on Education for All in Paris.
1992.
Teachers as Change Agents by Allan Glatthorn was printed. The
NEA Professional Library advertised it as: "This 'teacher-friendly'
handbook uses research to show how you can take the lead in restructuring
classroom instruction, school culture and climate, home-school relationships,
and collegial relationships."
1993 (January). The
240
international affiliates of the NEA
and the AFT (American Federation of
Teachers) joined in Stockholm to form Education
International (EI).
1993 (February 11-14). The third annual conference of
the National Association for
Multicultural Education (NAME) brought together multicultural educators from
all 50 states. Keynote speaker Lily Wong Fillmore, a professor of language at
the University of California at Berkeley, asserted that the radical curriculum
reform they propose will provoke
"definite clashes with the practices, beliefs and attitudes that are taught
in many homes... No matter what students' parents and families think about
others or the environment... we are going to have to inculcate in our children
the rules that form a credo that will work for a multicultural 21st
century...."
1993
(July 2-5). At the annual
NEA convention in San
Francisco, delegates approved resolutions supporting multicultural/global
education, abortion-rights, school-based clinics, legal protection for teachers
against
censorship, and "early childhood education programs in the public
schools for children from birth through age eight."
President Clinton addressed
the delegates and assured them that his goals paralleled theirs: "...we
have had the partnership I promised
in the campaign of 1992, and we will continue to have it...
You
and I are joined in a common cause, and I believe we will succeed."
1994. The
Carnegie
Foundation for the Advancement of Teaching (CFAT) along with the
National
Association of Secondary School Principals (NASSP) announced that they will
appoint a 13-member group to study school reforms to develop a
"holistic" plan for U.S. high schools.
1994. The State of South Dakota passed House Bill
no.
1262, "an act to require that home school
teachers be certified by the year 2000." Neither Christian school
teachers nor parents will be able to teach without going through the
psychological training required to teach children the new beliefs and attitudes.
Home schooled children will take "the same tests designated to be used in
the public school district..."
1994. Education Secretary Richard Riley announced his
"New Initiative to Connect Families and Schools." He used part of his
"State of American Education" address to pave the way for a "new
Family Involvement campaign...
[which] will draw on the lessons learned from
examining parental practices around the world...."
1994 (April 10-13).
The
Global Village Schools National Conference opened in Atlanta to explore
educational models for the 21st Century. Its publicity flier stated,
"In
the global village... networks will link students around the world to each other
and to a vast body of information and human knowledge." The conference
included a televised cross-Atlantic discussion between Washington and Berlin.
Education Secretary Richard Riley and Labor Secretary Robert Reich shared
strategies for building the Global Village Schools with their German
counterparts. They focused on the "School-to-Work transition," which is
vital not only to global economics but also in enforcing social
transformation.
1994 (June 2-6). The 2nd Annual Model Schools
Conference in Atlanta, sponsored by the International
Center for Leadership in Education (ICLE), featured a Chinese boarding
school. Su Lin, the founder of the China International Intellectual Resources
Development Center for Children, explained why she recommends her boarding
school:
-
Most parents are too busy working to pay enough attention to the
education of their own children.
-
Children from broken homes find comfort. Some prefer not to go home on
weekends.
-
Uneducated parents know nothing about how to bring up children.
-
Children without siblings need to learn a sense of equality, solidarity
and independence.
"We have established a school
for the parents," said Su Lin, "where people can learn how to educate
their own children."
(Sounds like a change agent's dream, doesn't it?
No wonder American educators were impressed.)
1994 (December 11-14). Educators from around the world
gathered in Baltimore for a four-day USCEFA
(United States Coalition for Education for All) conference titled Revolution
in World Education: "Toward Systemic Change."
The theme highlighted the move toward global as well as community
partnerships: "The traditional African belief that
'it
takes an entire village to raise a child' is proving increasingly true. As
we enter the next century, it may well
take an entire nation--or world--to educate our children."
The brochure announcing the conference stated: "Nearly five years
ago the world came together at the World
Conference on Education for All in Jomtien, Thailand to ensure the right to
education for all people. Since then, education
systems around the world have embarked on significantly different programs of
systemic reforms...."
Part 2 of ?
This century-old plan
[2]
for “socializing” the masses gathered momentum when Julian Huxley, brother of
Aldous, was chosen to head Unesco. Two years later, he wrote a book titled,
"UNESCO: Its purpose and Its Philosophy." This 1947 blueprint for change called
for a universal implementation of Georg Hegel’s dialectic process:
"The task before UNESCO... is to help the emergence of
a single world culture with its own philosophy and background of ideas and with
its own broad purpose. This is opportune, since this is the first time in history
that the scaffolding and the mechanisms for world unification have become available....
And it is necessary, for at the moment, two opposing philosophies of life confront
each other from the West and from the East....
"You may categorize the two philosophies as two super-nationalisms,
or as individualism versus collectivism;
or as the American versus the Russian way of life, or as capitalism versus communism,
or as Christianity versus Marxism. Can these opposites be reconciled,
this antithesis be resolved in a higher synthesis? I believe not only that this
can happen, but that, through the inexorable
dialectic of evolution,
it must happen....
"In pursuing this aim, we must eschew dogma - whether
it be theological dogma or Marxist dogma.... East and West will not agree on
a basis of the future if they merely hurl at each other the fixed ideas of the
past. For that is what dogma's are -- the crystallizations of some dominant
system of thought of a particular epoch. A dogma may of course crystallize tried
and valid experience; but if it be dogma, it does so in a way which is rigid,
uncompromising and intolerant.... If we are to achieve progress, we must learn
to un-crystallize our dogmas."
[3]Julian
Huxley, UNESCO: Its purpose and
Its Philosophy (Washington DC: Public Affairs Press, 1947), page
61.
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/strategy_microsoft_agreement.pdf
2004. Cooperation Agreement between The United Nations Educational, Scientific and
Cultural Organization (UNESCO) [fits all the characteristics of Common Core) and
Microsoft Corporation represented by its Chairman and Chief Software Architect,
Bill Gates....
Whereas: The United Nations... UNESCO) promotes international co-operation among
its Member States in the fields of education, sciences, culture and
communication. As a specialized UN agency, it has a mission to mobilize
resources, review approaches and build up multilateral action in order to
contribute to peace and security by promoting collaboration among nations
through education, science, culture and communication;
Whereas: Microsoft Corporation is a company whose mission is to enable people
and businesses throughout the world to realize their full potential through he
use of innovative information technology. As an international corporate citizen
of conscience, it is committed to initiatives throughout the world that
seek to create social change and to expand opportunities through greater access
to technology;
Whereas: UNESCO is participating in the building of an international strategic
partnership to bridge the digital divide and establish open and inclusive
knowledge societies. It seeks to use Information and Communication Technologies
(ICTs) and information to accelerate social and economic development, acting
through the collaboration of a range of stakeholders;
Whereas: In this context, UNESCO recognizes the significant contribution that
can be made by the private sector to these strategic objectives and is therefore
actively promoting and guiding relationships with a variety of private sector
stakeholders, including various companies in the ICT industries. UNESCO's
intention is to mobilize partners from civil society and, in particular, for the
private sector to achieve its strategic goals and programme priorities;
Whereas : Microsoft supports the objectives of UNESCO as stipulated in UNESCO
Constitution and intends to contribute to UNESCO's programme priorities;
Whereas: The Parties entered into, on 25 January 2004, a Letter of Intent
stating their intention to collaborate on a variety of activities in support of
the common objectives of UNESCO's and Microsoft's government, education and
community programmers. Their Agreement seeks to build on that Letter of Intent
and provide a framework to achieve the objectives expressed by the Parties;
Whereas: UNESCO and Microsoft entered into a regional agreement on 18 May 2004
for Latin America and the Caribbean to provide a framework under which UNESCO
may access the Microsoft Partners in Learning Programmed in that region (known
as the "OREALC Agreement");
Whereas: UNESCO and Microsoft with to explore possibilities for collaboration in
several areas, including education and learning, community access and
development and facilitating software appreciation sharing, cultural and
linguistic diversity, digital inclusion and capacity building, as well as the
exchange of best policies in the area of mainstreaming ICT into socio-economic
development programs;
UNESCO and Microsoft hereby agree as follows:
Article 1 - Objectives
UNESCO and Microsoft recognize the importance of harnessing the
use of ICT for education and community development programmers as a means of
improving sustainable livelihood in developing countries. As part of their
common understanding, both Parties recognizes that analyzing possibilities to
align global and regional initiatives, as well as programmers, can enhance
mutual efforts to build capacities, foster the diversity of ideas and empower
people thorough participation in web communities and through their ability to
access information and ICT.
Article 2 -- Scope of Agreement
This agreement establishes a strategic framework with which the Parties agree to
cooperate to achieve the stated objects....
(This agreement is signed by the two parties.)
Article 3 - Areas of Cooperation
UNESCO and Microsoft have identified the following areas where their cooperation
and partnership can provide significant benefits to society and communities
everywhere, but especially in developing countries:
Education and learning
Community access and development
Cultural and linguistic diversity and preservation
Digital inclusion and capacity building...
-------------------
Article 4 0-- Initial projects and initiatives. ....
In the field of education and learning: -
(1) UNESCO believes that ICT has a major contribution to make in supporting
teachers and teaching, particularly if the technology can be integrated into
instructional design, planning, pedagogy and the other critical components of
effective learning and teaching.... Together, UNESCO and Microsoft aspire for
there to be a quantum leap in the quality of courses and in accelerating their
uptake by educationalist and teacher training institutions through the
availability of standard, guidelines or benchmarks ....
Microsoft will be one of the founding members of UNESCO's multi-stake
holder initiative to improve the quality and availability of teacher training on
using ICT. Microsoft will collaborate with Unesco on the Syllabus by drawing on
Microsoft's experience in designing ICT product and services for use by
educationalist....
(UNESCO Knowledge Communities - building web communities of practis....
UNESCO 's work on building knowledge societies recognizes the
great importance of "community" and the power of "communicating." ICTs make it
possible to connect collaborative people and spaces -- to build "web-based
communities of practice " that will foster the exchange of know-how and sharing
of experiences....
In particular, UNESCO will bring together international and national experts and
stakeholders to develop content, best practices, share tools, mobilize
interested parties, and to suggest solutions and strategies to address critical
issues.
Itially UNESCO will build and moderate a suite of knowledge communities that
will develop capacities around the themes of 'Technology Solutions in
Education', 'Multilingualism in Cyberspace' and 'Information for All.' ....
"So where are we?" asks Charlotte Iserbyt. "All is in
place except for 'universal' education. That means that home schoolers,
independent, private, religious schools must somehow be coerced into the
international system. How to accomplish that? Heat up the debate over OBE,
publish outrageous outcomes, get the controlled media to beat the drums abut how
bad public education is, send home obscene surveys for elementary school
children to fill out, turn parents against teachers, teachers against
administrators, administrators against State Superintendents, State
Superintendents against Congress; and saddest of all, parents against parents.
In other words, create the problem, impose the solution....
The soil has been tilled; the seeds have been planted. We now await the
blossoming of what John Dewey and his followers have mightily striven for since
the early nineteen hundreds: universal socialist/internationalist education for
the world government's planned economy.
Without the peace and hope which God offers every person who will trusts
Him, we might be tempted to give up. Please don't. We are on the winning team,
for our God reigns! He has already won the war. To put this disturbing
information into a biblical perspective, remember Psalm 2:
"Why do the heathen rage, and the people imagine a
vain thing? The kings of the earth set themselves, and the rulers take counsel
together, against the LORD, and against his anointed,
saying, Let us break their bands asunder, and cast away their cords
from us.
"He that sits in the heavens shall laugh: the Lord
shall have them in derision.
Then
shall he speak to them in his wrath...
"I have set my king upon my holy hill....
Blessed
are all they that put their trust in
him." (Psalm 2:1-6, 12)
Endnotes:
Cooperation Agreement between The United Nations Educational, Scientific and
Cultural Organization (UNESCO) [fits all the characteristics of Common Core) and
Microsoft Corporation represented by its Chairman and Chief Software Architect,
Bill Gates....
Whereas: The United Nations... UNESCO) promotes international co-operation among
its Member States in the fields of education, sciences, culture and
communication. As a specialized UN agency, it has a mission to mobilize
resources, review approaches and build up multilateral action in order to
contribute to peace and security by promoting collaboration among nations
through education, science, culture and communication;
Whereas: Microsoft Corporation is a company whose mission is to enable people
and businesses throughout the world to realize their full potential through he
use of innovative information technology. As an international corporate citizen
of conscience, it is committed to initiatives throughout the world that
seek to create social change and to expand opportunities through greater access
to technology;
Whereas: UNESCO is participating in the building of an international strategic
partnership to bridge the digital divide and establish open and inclusive
knowledge societies. It seeks to use Information and Communication Technologies
(ICTs) and information to accelerate social and economic development, acting
through the collaboration of a range of stakeholders;
Whereas: In this context, UNESCO recognizes the significant contribution that
can be made by the private sector to these strategic objectives and is therefore
actively promoting and guiding relationships with a variety of private sector
stakeholders, including various companies in the ICT industries. UNESCO's
intention is to mobilize partners from civil society and, in particular, for the
private sector to achieve its strategic goals and programme priorities;
Whereas : Microsoft supports the objectives of UNESCO as stipulated in UNESCO
Constitution and intends to contribute to UNESCO's programme priorities;
Whereas: The Parties entered into, on 25 January 2004, a Letter of Intent
stating their intention to collaborate on a variety of activities in support of
the common objectives of UNESCO's and Microsoft's government, education and
community programmers. Their Agreement seeks to build on that Letter of Intent
and provide a framework to achieve the objectives expressed by the Parties;
Whereas: UNESCO and Microsoft entered into a regional agreement on 18 May 2004
for Latin America and the Caribbean to provide a framework under which UNESCO
may access the Microsoft Partners in Learning Programmed in that region (known
as the "OREALC Agreement");
Whereas: UNESCO and Microsoft with to explore possibilities for collaboration in
several areas, including education and learning, community access and
development and facilitating software appreciation sharing, cultural and
linguistic diversity, digital inclusion and capacity building, as well as the
exchange of best policies in the area of mainstreaming ICT into socio-economic
development programs;
UNESCO and Microsoft recognize the importance of harnessing the
use of ICT for education and community development programmers as a means of
improving sustainable livelihood in developing countries. As part of their
common understanding, both Parties recognizes that analyzing possibilities to
align global and regional initiatives, as well as programmers, can enhance
mutual efforts to build capacities, foster the diversity of ideas and empower
people thorough participation in web communities and through their ability to
access information and ICT.
Article 2 -- Scope of Agreement
This agreement establishes a strategic framework with which the Parties agree to
cooperate to achieve the stated objects....
(This agreement is signed by the two parties.)
UNESCO 's work on building knowledge societies recognizes the
great importance of "community" and the power of "communicating." ICTs make it
possible to connect collaborative people and spaces -- to build "web-based
communities of practice " that will foster the exchange of know-how and sharing
of experiences....
In particular, UNESCO will bring together international and national experts and
stakeholders to develop content, best practices, share tools, mobilize
interested parties, and to suggest solutions and strategies to address critical
issues.
Itially UNESCO will build and moderate a suite of knowledge communities that
will develop capacities around the themes of 'Technology Solutions in
Education', 'Multilingualism in Cyberspace' and 'Information for All.' ....
