In 1993,
President Clinton’s
Council
on Sustainable Development
[1]
met at the Presidio with
dozens of representatives from federal departments and agencies, environmental groups,
universities, and globalist leaders. Their joint report, “Education for
Sustainability,” is a model for
sustainable education. Its six themes have become familiar buzzwords in state education
standards from coast to coast:
1.
Interdisciplinary approaches
2. Lifelong Learning
[Continually conforming views and values to the new global agenda]
[2]
3. Systems
Thinking
[3]
5. Partnerships
[4]
6.
Multicultural
perspectives
7. Empowerment
These
familiar words have been redefined to fit the global vision for human resource
management. Take
Lifelong Learning. We all learn throughout our lives. Through different
kinds of media, books, documentaries, personal encounters, etc., we continue to learn
about our world and our part in it.
But the UNESCO program for “lifelong learning”
is a far more goal-oriented program. Its aim is to involve every person of every age in a continues, lifelong program of
re-education in the global beliefs, values, and group
thinking essential to the envisioned social “solidarity” in the planned workforce
and community. All adults as well as children must meet the social, psychological, and
work skills standards required for work and citizenship.
(See The
UN Plan for Your Mental Health
and Clinton’s
War on Hate)
Of course, if parents knew what
these UNESCO partners had planned for their children, they would rebel. So the agenda
must be cloaked in nice-sounding phrases, based on the latest polls indicating what the
public likes to hear. School Superintendent James F. Causby, Senior
Consultant to the International Center for Leadership in Education, is
a master at such deception. Summarizing an common tactic of today’s change agents, he
said in his 1994 speech at the Second
Annual Model Schools Conference
in Atlanta,
"We
have actually been given a course in
how not to
tell the truth. How many of you are
administrators? You've had that course in public relations where you
learn
to put the best spin on things."
Yet, according to the website
for the International Center for Leadership
in Education
[7] Causby “has made his district a
national leader in character education, Total Quality education, use of
application-based instruction and community involvement.” Makes you wonder what kind
of Character
Education and Total Quality
Management he promotes, doesn’t it?
Causby doesn’t use the word
propaganda, but that’s what our children face in classrooms across the country. They must
learn the right “facts” – those that support the pre-planned outcome of every
classroom discussion group that immerses children in the consensus process – the
Hegelian dialectic process embraced by Marx and used to indoctrinate the Soviet masses
with Communist ideology.
Yet, it’s written to sound
good in Sustainable America, the report of our President’s Council on Sustainable
Development (PCSD). Everyone must be
persuaded to conform to the new earth-centered ideology. Honesty doesn’t matter.
Change and compliance do. The heart of the transformation is education, or rather,
UNESCO’s view of “lifelong learning” in the
new ways of thinking.
Corinne McLaughlin, the first
task-force coordinator for President Clinton's
Council on
Sustainable Development, co-authored a book titled Spiritual
Politics. Largely based on messages from
spirit guide
Djwhal Khul, the "Tibetan Master" channeled by theosophist
Alice Bailey, it includes these guidelines:
"SEEING WHOLE PATTERNS
[Systems
Thinking:] ...It’s time for us to make the next leap in
consciousness to wholistic thinking — to seeing whole patterns.
In contrast with the prevailing linear paradigm, the New Paradigm sees
everything as interconnected and interdependent....Thus it is
critical to keep the large picture—the whole system—in mind in order to
create any kind of lasting solution and to avoid undue focus on effects,
rather than dealing with causes that may be part of another system
altogether.
"This is not really 'new'
thinking. Many traditions of the Ageless Wisdom have taught wholistic
thinking for centuries. For example, in the Native American teaching of
the
medicine wheel, each person begins life starting at a certain
direction on the wheel.... To achieve wholeness, we have to move
around the wheel, to see life from other perspectives, in order to
understand the interconnection of all the parts. Native Americans
resolved conflicts by sitting in council, in a circle of wholeness,
where each voice could be heard in turn. Similarly, the Hindus and
Buddhists have long used circular
mandalas
to teach about wholeness....
"Wholistic thinking or
ecological thinking — seeing how everything affects everything else — is
finally beginning to influence other national policies, such as
economics, where piecemeal solutions never work, since all sectors of a
nation’s economy are interrelated and interdependent with the world
economy. The systems view sees the world in terms of relationships
and integrated wholes whose properties cannot be reduced to those of
smaller units."[8]
Corinne McLaughlin taught her
mediation strategies at the Department of Education and the EPA. Do you
wonder who invited her to help guide America's schools and learning?
The above network of
educational revolutionaries are writing the script for the global management of a
worldwide education system. School-to-work is not simply a state or national plan for
social and economic transformation. It’s worldwide, and it will affect everyone.
All (except the elite
leaders) must embrace the socialist vision of social equality, redistribution of the world’s financial as well as human resources, and an
homogenized education system. Non-compliance will be costly, for the privileges of
“citizenship” would be tied to “cooperation” and other UN defined
responsibilities. American taxpayers
have been
paying most of the cost.
To dull the masses into
complacency or to persuade them to conform, the media and entertainment industry must
share in the informal part of “lifelong learning.”
They must help distribute the “right” information and put it into the new
earth-centered context, so that the masses will, without effort or thought, collectively
embrace the new set of meanings. The PCSD
report Sustainable America summarized it well:
“Information is useful only if
citizens can put it into a framework of knowledge and use it to solve problems, form values, and make
choices…. Education for sustainability … will help them make individual and
collective
decisions that both benefit themselves and promote the development of sustainable
communities…. [It] must involve everyone.”
(page 70)
2.
See “Zero Tolerance for Non-Compliance.”
3.
See “World Heritage ‘Protection?’”
