The many global issues ... include education -- the key to developing, assessing, and monitoring human resources around the world. ....exposes a small portion of the immense human resource development system already being established around the world.  Working with UNESCO and the World Bank, it suggests that the old American education system -- once the envy of the world -- is out. A  new revolutionary system must take its place. Let's consider some of the international aims, then compare these with US and UNESCO goals and their implementation in the United States.    

 

 

 

http://www.crossroad.to/articles2/0013/common-core/bill_gates_teams_up_with_unesco.htm

 In his 1947 book, UNESCO: Its purpose and Its Philosophy, Julian Huxley, the First Director-General of the United Nations Educational, Scientific and Cultural Organization (UNESCO), wrote the following: "The task before UNESCO... is single. The task 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 the first time in history that the scaffolding and the mechanisms for world unification have become available...

"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.... "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.... 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 uncrystalize our dogmas."

This agenda was initiated over 50 years ago, and the labels for the global education plan keep changing. The latest title is Common Core (CC) or Common Core Standards (CCS) or Common Core State Standards (CCSS). All three are deceptive! None is limited to a local state or nation. It's a global UNESCO program! And one of its primary intensions is to convert the world population to "sustainable" lifestyles. That may sound good -- but it spells the end of freedom! In the column below, Phyllis Schlafly lets us glimpse UNESCO's education agenda and its influence on U.S. schools as well as the collective "education" of rest of the world.

Bribery CATEGORY . Gates Money and Common Core -- Part II : Though CCSS promotes itself as "state led," in my previous post, I showed that all four major organizations responsible for CCSS from inception for its principal development -- the National Governors Association (NGA), the Council of Chief State School Officers (CCSSO), Achieve, and Student Achievement Partners -- have received in total $147.9 million from Bill Gates for a variety of purposes, $32.8 million of which is expressly earmarked to advance CCSS.

CATEGORY . Challenge ‘Common Core’ at Your Own Peril By Arnold Ahlert ~ September 24, 2013 : The “greatness” of Common Core deserves to be questioned.... Common Core was created – and copyrighted — by two Washington, D.C., lobbying organizations. .... Most of the creative work was implemented by ACHIEVE, Inc., a progressive non-profit group largely underwritten by uber leftist Bill Gates, via the Bill and Melinda Gates Foundation. The series of educational standards was put together without any input from state legislators, teachers, local school boards or parents.... The standards themselves are equally dubious. Cursive will no longer be taught. ...

 

Rote memorization will be greatly reduced. Great literature will be eliminated in favor technical material, such as manuals, that enhance the computer-centric method stressed by Common Core....

 

Social justice will be stressed, along with redistributionist economic theories and radical environmentalism. Yet the most disturbing aspect of the program by far is the reality that it paves the way for the acquisition of an unprecedented level of personal information by schools.... Once the program is fully implemented, those sensors will be used to “provide constant, parallel streams of data…used with data mining techniques and self-report measures to examine frustration, motivation/flow, confidence, boredom, and fatigue” of children....

 

Its gets worse. ... In November 2010 report released by the Institute of Education Sciences as guidance for the aforementioned State Longitudinal Database Systems revealed that “Sensitive Information” will also be acquired from children.... ["political affiliations or beliefs", "religious practices", etc.] The data mining of Sensitive Information ostensibly requires written parental consent. But as Mary Black, curriculum director for Freedom Project Education explains, that requirement can be circumvented....

 

 

CATEGORY . Common Core Harmful to Little Children” Resisting the Transformational Tactics in Our Schools : Dr. Koschnick is a child clinical psychologist and explained her deep concerns that the Common Core Standards are developmentally inappropriate for young children and could do psychological damage to little children. Her presentation is highly engaging because she gives frequent real-life examples /Dr. Koschnick questioned the developmentally inappropriate standards written by the Common Core Standards Committee who evidently looked at what adult students need to know to be college and/or workplace ready and then worked backwards writing the standards going from 12th grade on down to Kindergarten.

 

[This is the exact opposite of the way the human body develops which develops from the part to the whole." – Donna Garner] Dr. Koschnick pointed out that older students can think abstractly, but to assume that little children can do the same thing is developmentally inappropriate. To ask a little child to analyze and think logically is impossible. They are concrete thinkers at that age. For instance, Dr. Koschnick pointed out that the CCS require Kindergarten students to “reason abstractly.” Children like concrete operations – no abstractions. “Explain, justify, and apply principles” are abstract in nature.

 

Under the CCS, it will no longer be enough for a child to know that 7 minus 3 is 4, but the Kindergarten child will have to “explain and justify” how he came up with that answer (e.g., inverse property of mathematics, an abstract principle). It is also impossible for a little child to reflect or think about their thinking. They do not understand empathy. Children are also only semi-logical, and they routinely confuse reality and fantasy. .../

       Instead of stressing independence, this Kindergarten CCS makes students dependent on the group at a writing table. Because no research has been done on the effects of the CCS and none is cited in the standards, no one really knows the emotional effects they will have on little children. The Kindergarten CCS moves children into a loss of creativity and into a pattern of conformity. This will cause them to get frustrated because they are internally motivated to be independent. By requiring K children to be dependent on the “group,” this will most likely create conflicts out on the playground and lots of tears of frustration. KINDERGARTEN – CCS -- “Speak audibly and express thoughts, feelings, and ideas clearly.” Dr. Koschnick said this CCS is meant to create “little board members” of children who are not yet capable of adult exchanges. GRADE 2 – CCS -- “Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.)”

 

 

CATEGORY . Common Core – The Qatar Connection Wahhabi State Skypes With Your Children: Connect All Schools : "The Qatar Foundation International, or QFI, in 2011 partnered with the Department of State and the U.S. Department of Education to facilitate matchmaking between classrooms in the U.S. and international schools through ... the 'Connect All Schools' project. "QFI, funded by the Qatari government, explains on its website the initiative was founded in response to Obama’s call in his June 2009 speech to the Arab world in Cairo, Egypt, to 'create a new online network, so a young person in Kansas can communicate instantly with a young person in Cairo.' "QFI relates how more than 100 U.S. schools and organizations have already connected on the interactive website.' ... The stated goal of the initiative is to 'connect every school in the U.S. with the world by 2016.'… "WND reported last May the Qatar-based foundation awarded “Curriculum Grants” to seven U.S. schools and language organizations to 'develop comprehensive and innovative curricula and teaching materials to be used in any Arabic language classroom.' "QFI, based in Washington, D.C., is the U.S. branch of the Qatar Foundation, founded in 1995 by Qatar’s ruling emir, Sheikh Hamad bin Khalifa Al Thani. Thani is still the group’s vice-chairman, while one of his three wives, Sheikha Moza bint Nasser, chairs the organization’s board. Thani also launched Al Jazeera in 1996 and served as the television network’s chairman. Source: Counter-Jihad Report See ARTICLE

Molding Human Resources for the Global Workforce

by Berit Kjos - 2001 (Information added in June 2006)

http://www.crossroad.to/text/articles/HumanResources.html

News added on June 2006: 'Moscow Declaration' [on Global Education] Adopted by G-8:

     "Russia's Science and Education Minister Andrei Fursenko describes the declaration as: 'both a final document of the conference and the document that will be implemented by education ministers of all the world countries and international organizations, including the World Bank, UNESCO, and UN.' (ITAR-TASS, 6-2-2006)

     "The U.S. Department of Education said the member delegates 'pledged to share best practices across borders' to build 'education systems that can allow people ... to live and contribute to a global society, and to work in a global economy....'

     "Decades-long existing United Nations and OECD lifelong education plans find support in the declaration's goal for continued development of 'lifelong learning systems' spanning from 'early childhood through adulthood' to strengthen links 'between learning enterprise training and the labor market.' ....The Moscow Declaration stated: 'Ministers recognized that the internationalization of education is a reality.'...

     "Included in previously adopted initiatives — many of whose goals are similar to those found in the 2006 Moscow Declaration — are those from UNESCO as well as the 1985 agreement with the USSR called 'The General Agreement between the Government of the United States of America and the Government of the Union of Soviet Socialist Republics [USSR] on contacts, exchanges and cooperation in scientific, technical, educational, cultural and other fields.'

      "The General Agreement with then-communist USSR was signed Nov. 21, 1985 in Geneva, Switzerland. The document was signed by at-the-time U.S. Secretary of State George Shultz on behalf of the United States and the Soviet Foreign Minister Edward Shevardnadze. ... What can be expected from the Moscow Declaration? If the historical results of U.S. participation with international reforms continue in the same vein, it is not unreasonable to expect the whole of U.S. education — from preschool, elementary, secondary, and higher education — will encounter further upheaval and decline."...

The many global issues the IRI tackles include education -- the key to developing, assessing, and monitoring human resources around the world. An IRI project, the Global Information Infrastructure Commission (GIIC), exposes a small portion of the immense human resource development system already being established around the world.  Working with UNESCO and the World Bank, it suggests that the old American education system -- once the envy of the world -- is out. A  new revolutionary system must take its place. Let's consider some of its international aims, then compare these with UN goals and their implementation in the United States.    

The following year, UNESCO, UNICEF and the World Bank convened the "World Conference on Education for All" (WCEFA) mentioned in the above IRI report. It introduced the same six goals that our governors had chosen the previous year. Do you wonder who chose the goals first – UNESCO or the USA?

Actually, the answer has two sides. First, American foundations as well as political and educational leaders were funding and pushing this international program even before the United Nations was founded. Second, the first head of UNESCO was Julian Huxley, the brother of Aldous Huxley, author of Brave New World. He brought the socialist education agenda into UNESCO, the UN agency responsible for human resource development. Laying the foundation for worldwide training in collectivism, he set the stage for the collapse of traditional Western education and culture. Economic and ideological concerns would instead steer the learning process.

In 1991, President George Bush introduced America 2000, the Republican version of UNESCO's education system. It, too, would be built around the familiar six UNESCO goals. "New schools for a new world...." he told America. "Re-invent -- literally start from scratch and reinvent the American school.... Our challenge amounts to nothing less than a revolution in American education."

On October 30 of that same year, the U.S. Coalition for Education for All (USCEFA) convened a conference titled Learning for All: Bridging Domestic and International Education  with First Lady Barbara Bush as the "honorary chair." It would provide a vital link between the UNESCO plan and U.S. implementation.  Partners in this venture included UNESCO, UNICEF, the World Bank, the NEA, and a long string of organizations involved in education at every level, as well as such innocuous organizations as World Vision.

The coalition was part of a 156-nation network working to reform education worldwide by bridging the gap between individual nations and UNESCO’s Education for All. Keynote speaker Elena Lenskaya, deputy to the Minister of Education of Russia, spoke on the topic, "Education for a New World Order."

This program became the law of our land when President Clinton signed the Goals 2000: Educate America Act in March, 1994. The Clinton-Gore administration had added two goals to the original six: parent participation and teacher training. Both are vital to global uniformity and were outlined in the original UNESCO plan.

Behind our backs, this secretive international coalition continues to meet and make plans that are changing our lives. But the mainstream media keeps silent. The apt title of the USCEFA’s 1994 conference summarized its vision: "A Revolution in World Education: Toward Systemic Change." The theme below highlights the move toward global as well as community partnerships. Keep in mind, this was written two years before Hillary Clinton released her book, It Takes a Village:

"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."

In case you wonder how far this movement has spread, read this statement from the 1994 USCEFA conference brochure,

"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...."


The following year, UNESCO, UNICEF and the World Bank convened the "World Conference on Education for All" (WCEFA) mentioned in the above IRI report. It introduced the same six goals that our governors had chosen the previous year. Do you wonder who chose the goals first – UNESCO or the USA?

Actually, the answer has two sides. First, American foundations as well as political and educational leaders were funding and pushing this international program even before the United Nations was founded. Second, the first head of UNESCO was Julian Huxley, the brother of Aldous Huxley, author of Brave New World. He brought the socialist education agenda into UNESCO, the UN agency responsible for human resource development. Laying the foundation for worldwide training in collectivism, he set the stage for the collapse of traditional Western education and culture. Economic and ideological concerns would instead steer the learning process.

In 1991, President George Bush introduced America 2000, the Republican version of UNESCO's education system. It, too, would be built around the familiar six UNESCO goals. "New schools for a new world...." he told America. "Re-invent -- literally start from scratch and reinvent the American school.... Our challenge amounts to nothing less than a revolution in American education."

On October 30 of that same year, the U.S. Coalition for Education for All (USCEFA) convened a conference titled Learning for All: Bridging Domestic and International Education  with First Lady Barbara Bush as the "honorary chair." It would provide a vital link between the UNESCO plan and U.S. implementation.  Partners in this venture included UNESCO, UNICEF, the World Bank, the NEA, and a long string of organizations involved in education at every level, as well as such innocuous organizations as World Vision.

The coalition was part of a 156-nation network working to reform education worldwide by bridging the gap between individual nations and UNESCO’s Education for All. Keynote speaker Elena Lenskaya, deputy to the Minister of Education of Russia, spoke on the topic, "Education for a New World Order."

This program became the law of our land when President Clinton signed the Goals 2000: Educate America Act in March, 1994. The Clinton-Gore administration had added two goals to the original six: parent participation and teacher training. Both are vital to global uniformity and were outlined in the original UNESCO plan.

Behind our backs, this secretive international coalition continues to meet and make plans that are changing our lives. But the mainstream media keeps silent. The apt title of the USCEFA’s 1994 conference summarized its vision: "A Revolution in World Education: Toward Systemic Change." The theme below highlights the move toward global as well as community partnerships. Keep in mind, this was written two years before Hillary Clinton released her book, It Takes a Village:

"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."

In case you wonder how far this movement has spread, read this statement from the 1994 USCEFA conference brochure,

"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...."


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Showing posts sorted by relevance for query common core. Sort by date Show all posts Showing posts sorted by relevance for query common core. Sort by date Show all postsFriday, March 29, 2013
Update on the Communitarian's Progress in the USA

How Far We've Come!

The communitarian ideology has penetrated deep into the American heartland. From the colleges to the K-12 programs, it is 100% Communitarianism being taught to the future leaders of the USA. The Communitarian Residence Life Movement in Delaware is just the tip of the iceberg. Our people are jumping on the Communitarian "feel good" bandwagon like there's no tomorrow. In Madison, Wisconsin, The Hamilton Middle School Handbook open with:
"WELCOME!
“With education comes understanding, and with understanding comes a better sense of ourselves. I am a communitarian. I believe in giving back to thecommunity. A community is not a place- it is a system of values. A strong system of values prepares our young people to live and think clearly in the world.” - Velma Bell Hamilton"



Barb Drews and Phil Lyons were named the 2009 recipients of the
Don Hunt Communitarian Award for all their volunteer efforts for the Souper Bowl.
https://pubinfoweb.madison.k12.wi.us/node/2459


The communitarians have been run out of places all over the world, but their power in the USA grows stronger every day. All our businesses and our schools promote communitarian ideology like volunteerism, sacrifice, social equity, responsibility, service, Quality of Life, Sustainable Development, Livability, Stewardship, Environmental Ethics and Cultural Diversity. The hottest new field, where all the big grant money flows, is climate change "research: and Sustainable Development. If you're not studying how to micro-manage people and willing to sell out their freedom to secure your own financial sucess, you're just not a very nice person.

2012 Communitarian of the Year - Rex Maynard
http://www.unitedwayofanderson.org/Communitarian_Award.php

Communitarian Awards sound goods to Americans, who apparently cannot grasp that all those empty, meaningless communitarian phrases were created to achieve a level of control over people never before thought possible. The war against our national system is advancing to the stage where the facades can easily be dropped anytime, and we will accept whatever they ask us to do next.
"Government subsidies of gasoline, electricity and other energy sources amount to about $1.9 trillion a year and should be ended or offset with taxes used to battle climate change and pay for social programs, the International Monetary Fund said Wednesday in a major foray into the global warming debate." By Howard Schneider, March 2


Unlike the people of Colon, who rose up in their streets, beat the comunitarians and took back control of their local economy, the Americans are still being "educated" to think and act like good little communitarian slaves. We can't even tell the difference anymore between an intentional communitarian fellowship and a government run communitarian program. Is there any?

Intentional Communities Newsletter: February 20, 2012
Kozeny Communitarian Award — Your Nominations

We can't tell the difference between an authentic local effort to be a good neighbor, and an international effort to control the way we volunteer. Canada has not escaped the plan either.
The Communitarians are hearing from their victims across the EU, but in North America, our people are completely duped into thinking slavery is freedom, and our protests are still of the most civilized sort. We vote, write letters, and give public testimony at meetings. When the Communitarians show up to steal our land and homes, we form a kindergarten committee.
"Last October, there were protests when President Ricardo Martinelli, a supermarket tycoon who has made business development a centerpiece of his term, pushed through a law allowing the sale of state land next to the free zone. Residents interpreted the move as a prelude to expanding the zone and displacing them, and several people died in the unrest." New Your Times, March 24, 2013
Global Warming environmental policy and law is openly defined as communitarian. This is but one of the many ways Communitarian governance is introduced into formerly sovereign nations.

"The issues of environmental protection, rational nature usage and conduction of communitarian policy in the ecological field are among the most substantial elements of the expanded European Union activity." Sakartvelos Ekonomika, Scientific-Analytic Magazine, September 2011

A global government requires a global tax. When the IMF and the World Bank announced last week that we should either divert funds used to fuel our economy into fighting Climate Change or else collect a $1.40 gallon tax on our oil for them, you would think the public outcry would be so loud and so furious they could hear us all the way to Colon. Instead there was barely a whimper. No big surpise really, considering how many churches have converted to Communitarianism over the past decade. Even Wikipedia added a "List of New Religious Movements" page:
"An NRM may be one of a wide range of movements ranging from those with loose affiliations based on novel approaches to spirituality or religion to communitarian enterprises that demand a considerable amount of group conformity and a social identity that separates their adherents from mainstream society."

 

Communitarians openly state we have to meet their demands that we conform to the group mentality. We must all become "better" global citizens and give up our freedom to live an a Safe and Healthy community. So a few million people may have to die before we're safe, but as Veronica Jackson, Director of the Department of Neighborhoods in Seattle told us in 1999, "Sometimes sacrifices have to be made for the common good." What kind of sacrifices have been made in other places forced to adopt Communitarian values and ethics?


Added March 30:

I forgot to add another piece of this that has come into the public arena lately. It's called Common Core, and some people have recognised it as a communitarian program. (Of course the Right always calls it communism!)

"Two Moms Against Common Core. March 2, 2013Agenda 21, Education. Great video about Common Core and how the states are being forced to change their curriculum, state laws, and have to agree to loss of privacy for their students. Parents must understand what Common Core is all about, and fight to keep it out of their public schools or take their children out of the public schools. Common Core teaches the ideology of communitarianism. This is communism with a new name." http://right-reason.com/2013/03/02/two-moms-against-common-core/


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