Liberal education has been very successful in this country because nobody challenged the progressive educators and their agenda. We are waking up to the unraveling of our society caused by this liberal education and wondering, what happened. Could it be too late to reverse the damage?
Conservative news outlets are pointing out the obvious – our children have been indoctrinated into socialism for 33-40 years and this indoctrination is finally bearing fruit. We have bred a nation of young, entitled citizens who do not like to work, do not like to read or study anything too involved or complicated that exceeds Twitter’s 140 words, do not take responsibility for their actions, exhibit righteous indignation if their demands are not met, claim racism and hate speech if others disagree with them, and are afraid of their shadows.
Students no longer explore and discuss the history of America even in the History Department of the local college – it has long been replaced by courses that praise and promote sexual, “racial and ethnic differences,” instead of highlighting our common American heritage, what made America great and an exceptional nation that has contributed to the betterment of mankind. Socialist professors admire, teach, and laud the history of non-western cultures as superior to our own culture.
As the Blaze reported, Thomas Klingenstein commissioned a report on Bowdoin’s (a liberal arts college) academic and non-academic curriculum. The National Association of Scholars produced 355 pages of information describing in great detail what the college was teaching. http://www.theblaze.com/stories/2013/04/08/the-stunning-355-page-mega-report-that-reveals-the-radical-curriculum-at-one-american-college-and-how-a-golf-game-gone-awry-led-to-it-all/
Short on critical thinking skills, the college, instead of concentrating on scientists, men of letters, philosophers and orators who contributed to western thought and civilization, chose courses such as Queer Gardens, Beyond Pocahontas: Native American Stereotypes, Sexual Life of Colonialism, and Modern Western Prostitutes.
Driving by the local high school, Gar-Field, I noticed on the huge electronic board, IB World School. Having studied U.N. Agenda 21 extensively, my spirits sank. An international baccalaureate world school is another arm of U.N. Agenda 21 indoctrination of our children into “global citizenship, social justice, intercultural understanding and respect,” submission to one-world socialist government, using American taxpayer dollars. Most parents have no idea what IB is. IB programs are devoted to the “radical transformation of America’s classrooms.”
An IB World School is a private or public school that has agreed to offer the IB (International Baccalaureate) program run and coordinated by IBO, a non-profit socialist Swiss Foundation in Geneva, Switzerland, in partnership with UNESCO of the United Nations. As a parent, in order to discover what the secret curriculum is, one has to be an approved IB teacher, with a password that accesses the curriculum. This sounds very similar to the CSCOPE curriculum in Texas which is kept quite unavailable to prying eyes and ears.
Justin Blough describes the IB program at the school he attended – no more learning about U.S. President, good values, no American history, patriotic songs, and plays. Teachers have to wear the light blue colors of the United Nations. Students are indoctrinated into becoming “citizens of the world” instead of citizens of the country they were born in, preoccupied with “moral, ethical, social, economic, and environmental implications of global production and consumption.”
The Rescue Mission Planet Earth is promoted by the IB program as the student’s version of UN Agenda 21. The first director of UNESCO, Julian Huxley, stated that UNESCO “is to help the emergence of a single world culture, with its own philosophy and background of ideas, and with its own broad purposes.” Agenda 21 goals were advanced around the world with the help of ICLEI (International Council on Local Environmental Initiatives) while IB World Schools are advanced with the help of the IBO (International Baccalaureate Organization) in Switzerland.
According to Debra K. Niwa, IB programs are very costly to schools if the number of diplomas awarded (10 on the average) are considered, and the numerous fees and costs for teaching and non-teaching positions, student and subject fees, assessment fees, evaluation visit fees, and expenses incurred in traveling out-of-state and out-of-the-country for training purposes, are taken into account. The average training cost per staff is $8,000. These are taxpayer money that cannot be spent on regular education, books, athletics, and other regular school activities. We should teach American values, reading, writing, science, and mathematics.
There are three levels of IB program: the pre-university two year diploma (DP), the middle years program (MYP), and the primary years program (PYP). When the IB World School program is adopted in a local school, the taxpayers have no idea because they are not asked for approval. The public does not know that these IB schools cost millions of dollars. The Swiss IBO (International Baccalaureate Organization) is making huge profits at American taxpayer expense while it pays no taxes. The non-profit IBO is operating in 48 states, including D.C., and plans to have 10,000 schools and 2.5 million students by 2020. There are over 2,000 IB World Schools in the U.S. and 74 in Virginia. http://www.channelingreality.com/Niwa/IB_unraveled_040610.htm
Where does the funding come from for the IB World Schools? After grants expire, the annual cost is paid by state and local taxpayers. Frequently, local and state taxes must be raised in order to cover the cost.
If a public school applies and qualifies for an IB World School, Title I funds for low income populations are tapped and other federal grants such as:
• The Magnet Schools Assistance Program
• AP Test Fee Program
• GEAR UP
• Advanced Placement Incentive Program
• Smaller Learning Communities Program
• Academic Competitiveness Grants
According to Debra K. Niwa, IB’s “education purpose, content, and teaching methods, when the veneer about ‘rigor,’ ‘international mindedness’ and ‘quality education for a better world’ is removed, the program represents non-academic goals that support United Nations’ Agenda 21 sustainable development.”
Since 1970, IBO (International Baccalaureate Organization) has been an official NGO (non-governmental organization) of the United Nations Educational, Scientific, and Cultural Organization (UNESCO).
The founder of IB, Therese Maurette, describes her educational philosophy that runs against our Founding Fathers’ ideas of what American education should be. Maurette believes bilingualism to be imperative because “It is important psychologically to be willing to subordinate one’s national superiority by speaking to the other person, however imperfectly, in their mother tongue.” The concept of “nationality” must be minimized in order to encourage students to develop a picture of the whole world. “History should not be taught until well into adolescence because, for the younger student, it inevitably consists of a series of stories and myths glorifying violence and misrepresenting events by giving them a nationalistic bias.” http://pjmedia.com/tatler/2012/05/24/school-stops-teaching-basic-facts-goes-internationalist/
To shape students into pawns of international change, IB programs use “pedagogical methods that are intended to affect the fundamental transformation of America’s classrooms.” Schools that adopt the IB program must also adopt the international moral and ethical values. Whose values are these? They are the diverse values of different cultures as contained in the Universal Declaration of Human Rights, adopted and proclaimed by the General Assembly of the United Nations in 1948. They are not our American values, they are values that encourage social change in which “the rights of individuals are linked to those of the collectives:”
• Awareness of human rights combined with a sense of social responsibilities;
• Value of social equity and democratic participation;
• Understanding and tolerance of cultural differences and pluralism;
• A caring, co-operative and enterprising spirit;
• Sensitivity to gender equality;
• Open-mindedness to change;
• Obligation to environment protection and sustainable development.
These “Desirable universal values” of United Nations education have made their way in the main stream American education, they were found in a list given to educators in North Carolina at an in-service workshop: (source Debra K. Niwa)
– There is no right or wrong, only conditioned responses.
– The collective good is more important than the individual.
– Consensus is more important than principle.
– Flexibility is more important than accomplishment.
– Nothing is permanent except change.
– All ethics are situational; there are no moral absolutes.
– There are no perpetrators, only victims. (author Beverly Eakman, 2002)
Niwa quotes Alexandre Cretzianu’s 1956 book, “Captive Rumania – a Decade of Soviet Rule,” in which he explains that the western values of “liberty, democracy, law, right, security” are just lip service because under a communist dictatorship, “laws set forth obligations for the citizen,” but there are no restraints on the actions of the state.
Harold G. Shane wrote in 1976 in the Phi Delta Kappan, “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 … implicit within the ‘global servant’ concept are the moral insights” . . . that will help us live with the regulated freedom we must eventually impose upon ourselves.” (Debra K. Niwa, July 2009)
“Young people need to feel first of all global citizens, second national citizens and third local citizens. Among my generation, it is the other way round. Change will be difficult, but schools are already thinking about curriculum changes.” (“IB is showing the way,” IB World, May 2008)
Volunteering is not left up to churches and individuals who are charitable by nature, the IB program “requires community, action, service.” National service and compulsory community service are required under collectivism and authoritarianism. I know because we used to be forced into monthly “volunteerism” under communist party dictatorship: plant flowers, trees, shrubs, pick up garbage, mow grass, plant the crops, and harvest the crops in the fall. We had no choice and we were not paid for our hard work, fed or given water. We were taken out of school as slaves to the collective.
In a world culture of peace, “dialectical thinking” is a required component of IB. Debra K. Niwa wrote, “Dialectical thinking is reminiscent of what George Orwell described in his novel 1984: Doublethink means the power of holding two contradictory beliefs in one’s mind simultaneously; and accepting both of them.”
Social Justice is a core part of the International Baccalaureate (IB). UN Agenda 21 Sustainable Development is re-engineering human life by using social equity/social justice, a new economic system called public-private partnerships, and environmental justice by “devaluing man to the level of animals and plants.” (Michael Shaw)
Shaw continues, “The modern war on liberty fosters confusion in our schools regarding the nature of what is a moral government. It uses divide and conquer tactics by separating people into groups under the principle of social justice. It creates dependency via an emerging global corporate socialism based on public-private partnerships.”
American schools use multiculturalism, diversity, ethnic studies, and intercultural proficiency/competency to promote social justice. Social justice is taught under the rubric of critical pedagogy. Critical pedagogy is the political arm of liberation theology and cultural Marxism/political correctness. The ultimate goal is to bring about social transformation at the collective level through indoctrination of our students. (Bill Ayers, Dec. 15, 2009)
One blogger, mdefarge, described the goals of the IB World Schools quite succinctly. “…what ICLEI is to the environment (better stated, “in the name of” the environment), IB is to education – elitist global dogma executed at the local level through schools: American education brought to you by the New World Order. Talk about a propaganda coup!” http://www.dailypaul.com/237926/international-baccalaureate-new-world-order-and-american-education
Cathy Tyler gave a few examples of “what IB educated children say (From Why International Baccalaureate IB is Un-A by Samuel Adams 1722 (YouTube):
• I would make people ride their bikes or walk, no cars.
• I would eliminate factories because they pollute the air.
• I would stop loggers from cutting down trees.
• I would save all the animals in the world.” http://www.canadafreepress.com/index.php/article/40204
It is time for parents to wake up and start questioning the IB World Schools in their communities. The IBO association with UNESCO is a clear indication that their goals are anti-American and clash with our Constitution.
IB World Schools indoctrinate our children into a collectivist mindset, the hallmark of a socialist economy and a government ruled by the Communist Party, under the guise of environmental and social justice. We should not allow IB to downplay our nationality and make American students feel ashamed of our history. There is no shame in being an exceptional nation, there is pride and accomplishment that benefitted the entire globe and still does.
IB World Schools endorse the UN Earth Charter which contradicts our Constitution as well. Earth Charter promotes redistribution of wealth, same sex marriage, pantheism, and military disarmament. These are not the values American children should learn in our nation founded on Judeo-Christian values, personal responsibility, a strong work ethic, and equal opportunity to succeed, not equal outcomes.