Character Training For Global Citizenship

by Berit Kjos <www.crossroad.to>

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"Encourage an understanding of others, a sense of responsibility, empathy and readiness to cooperate.... Introduce an international or global perspective in primary schools. .. to be incorporated into, existing curricula, wherever possible."1  (UNESCO, 1983)

"...change the values and take a different course of living, then evolution will continue... Do not forget that from now on you have to be Earth citizens...."2 (Robert Muller, former UN Assistant Secretary-General. Global Citizenship 2000 Youth Congress)

"There are many Americans... who are skeptical about any expert or federal official, including the US Secretary of Education having a role in conforming them how they should mold their children's characters. Yet, they are deeply concerned about characters and ethics."3 (Richard Riley, U.S. Education Secretary)

When fifteen-year-old Kevin walked into his American History class at Cupertino High School in California, he was given a handout. He glanced at the title: "Heterosexuality: Can It be Cured?" Weird, he thought and looked around. Some of his friends were studying it, too. He read on:

"Heterosexuality is a condition characterized by a sexual attraction to members of the opposite gender. Many persons, in all cultures, at all times, have been heterosexual....

'Whatever the cause of this phenomenon, we can state without doubt that there are many problems associated with heterosexuality, both for the individual and society at large.

Curious, Kevin scanned the list of problems. Women were especially vulnerable, it said. They could face sexually transmitted diseases and unplanned pregnancy as well as mental and psychological hazards" such as "a state of homophobia." The suggested treatments included psychotherapy and wide-spread sterilization of the heterosexual population. Was this a joke?

The next page gave the source of this bizarre "research". It came from the American Public Health Association Caucus of Gay and Public Health Workers. What was it all about?

UNDERMINE TRADITIONAL VALUES

It's no secret that the gay and lesbian coalition have waged an intense campaign to draw young students into their lifestyle. Their demand for laws mandating classroom sensitivity training designed to build "respect" for their values has opened classrooms to unspeakable propaganda. And they are not alone in the battle against concerned parents who would block their "right" to indoctrinate captive young everywhere.

Planned Parenthood and its partners around the world also demand that children must be set free to indulge in sexual thrills-without fear of pregnancy. So does SIECUS (The Sex Information and Education Council of the United States). Together they have prepared a titillating display of films, textbooks, props, and promotional material. Most of it is designed to promote rather than deter sexual activity-and, more subtly, earth-centered spirituality. The two go together.

It's not surprising that Sexuality and Man, a collection of articles compiled by SIECUS board members, sports a yin-yang symbol on the cover. One of its authors, Dr. Lester Kirkendall unveiled the SIECUS philosophy:

"The purpose of sex education is not... to control and suppress sex expression, as in the past, but to indicate the immense possibilities for human fulfillment that human sexuality offers. The individual must be given sufficient understanding to incorporate sex most fruitfully and most responsibly into his present and future life."4

The primary goal, however, is to change values. The first steps are: "challenging the students' fixed beliefs"5, shaking their moral convictions, and breaking down modesty and inhibitions. The titillating sex-ed films, suggestive classroom discussions, and provocative literature serve the purpose well. Children are forced to think the unthinkable and visualize the forbidden-until sensuality has replaced Christianity in their minds and hearts. Before long, sin looks cool; and what God calls good seems boring.

A shocked father described some of sex education programs in his home state, Massachusetts.

"A 14-year-old Beverly High School girl came home and told her father that he was a 'homophobe.' She had just returned from 'Homophobia Week' sessions at the school.

"At Silver Lake High School, the ninth-grade health text teaches: ''Testing your ability to function sexually and to give pleasure to another person may be less threatening in the early teens with people of your own sex.' Also, 'You may come to the conclusion that growing up means rejecting the values of your parents.' Students were told to keep the book in their lockers and not take it home.

"In Brookline, a transsexual had been invited to explain to a class of first-graders how a sex change can take place. Parents had not been notified or prepared to counsel their frightened, confused children.

"In Westford, thirteen-year-olds were asked on a quiz: 'What is the best method against pregnancy?' The choice of 'abstinence' was deemed incorrect."6

What do students gain from these lessons? They learn to question home-taught values and look with "open minds" at dangerous alternatives. Many educators know that when children are trapped in sensuous lifestyles, they can no longer delight in God.

It makes sense. Remember, "the whole world lies under the sway of the wicked one." (1 John 5:19, NKJV) Satan has always distorted truth, twisted facts, and seduced people with enticing counterfeits of God's promises. His latest argument is persuasive: Peace and unity are good. War and conflict are bad. Religions that stir guilt and bring division are dangerous. And Christianity, the biggest culprit, blocks progress toward a more evolved set of values based on all the world's religions.

DISCUSS ALTERNATIVE VALUES

To understand this planned rebellion against biblical values, look back to 1970. Education psychologist Dr. William Glasser had just pioneered a "daring new program" for changing attitudes. His book, Schools Without Failure, introduced a manipulative strategy for turning the class into an encounter and counseling group. Children would share their feelings and air their complaints under the guidance of a trained facilitator with a politically correct answer. They learned to empathize with another's lust and respect each other's feelings. Soon, they had traded God's moral standards for self-made choices. No longer would authoritarian parents impose their values on submissive children. They would write their own rules!

Or so it seemed. Actually Glasser's tactics manipulated students into yielding individual choice-along with privacy and family loyalty. Consider the effect of the following suggestion:

"Children will often become very personal, talking about subjects that ordinarily are considered private... A child who discusses drunken brawls at home might quietly be asked to talk about something that has more relationship to school. Changing the subject in this way is sometimes unwise, however, because it is just those drunken brawls at home that have the most relationship to his school progress."7

Today, we know that those private "brawls" become part of a student's computerized portfolio. A child's "honest" sharing about family activities gives school officials the needed data about family values. It enables them to monitor every family member-not just the kids in the classroom.

Professor Sidney Simon went a step further. His book, Values Clarification-A Handbook of Practical Strategies for Teachers and Students, added a more intrusive note to the vast selections of manipulative values-changing strategies used to speed the social transformation. Among the classroom exercises which soon filtered into textbooks and schools everywhere was a tactic called "values voting."

The teacher simply asks questions dealing with personal values. The students say "yes" by raising their hands. They answer "no" by pointing their thumbs down. They discuss their answers. Consider some of the questions. For example, "How many of you...

For middle and high schools students, Simon added questions such as: "How many of you think sex education instruction in the schools should include techniques for lovemaking and contraception?" and "How many of you think you will continue to practice religions, just like your parents?"9

You may recognize some of these questions. They have become standard fare in classrooms across the country. Whether teachers or school counselors lead the encounter groups, children are urged to share intimate details of family life. Most parents are kept in the dark.

During this directed dialogue, verbal and written responses are carefully monitored by watchful teachers, who are required to assess each child's individual "progress" toward the new attitudinal goals. Intrusive classroom surveys, "private" journal entries, and classroom writing projects all help expose personal beliefs and values.

If teachers and school counselors see anything that might hinder a student from meeting the new affective standards for politically correct attitudes, the child could be labeled "at risk"-meaning more monitoring, state control, and possible removal of a child "whose home environment was felt to have a malignant influence."10

ESTABLISH TARGET VALUES.

The rejection of traditional values happened with the approval of our political leaders. Remember what President Bush said in 1992 when he announced America 2000: "Nations that stick to stale old notions and ideologies will falter and fail. So I'm here to say, America will move forward... New Schools for a new world."11

Actually, George Bush endorsed values clarification long before he became president. In 1974, he helped write a report titled, "Man, Education, and Society in the Year 2000." Funded by HEW's Office of Education, it 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 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 clarification of new values needed to solve future problems."12

He is not the only president who proved his loyalty to global education before winning the White House. In 1987, (then) Governor Bill Clinton served on The Study Commission on Global Education with other education, business, and New Age leaders. Together they prepared a report titled The United States Prepares for Its Future: Global Perspectives in Education. Its Foreword stated that "It now seems almost conventional to speak of American citizenship in the same breath with international interdependence and the planetary environment."13

These leaders envisioned a world without war-a global village where young and old would share a common set of values, fulfill their prescribed civic responsibility, and consent to what Al Gore called "a wrenching transformation of society."14 In this new world, sexual experimentation would be okay, but dissent and resistance would not be tolerated. Group consensus and adaption to continued change would be essential. All would live in peace and unity.

Their vision of the new world order is not unlike the managed society described by Aldous Huxley in his 1932 futuristic fantasy, Brave New World:

The similarities between our schools and Huxley's Brave New World is not as strange as it might seem. Aldous Huxley's brother was Julian Huxley, the first Secretary-General of UNESCO (United Nations Educational, Scientific, and Cultural Organization). Promoting the same socialist and humanist values as John Dewey, Julian Huxley brought his brother's vision into UNESCO and laid the foundations for the new international education system. Our Goals 2000 is little more than the American branch of what UNESCO, in 1973, called a "continuous and integrated process" of "lifelong learning."15

Dewey, the Huxley brothers, and their utopian followers didn't understand human nature, did they? Peace and goodness comes only through Christ, not through behavior modification or psychological indoctrination. Yes, they gained control over education. Yes, values have changed, and each crisis has persuaded the public to submit to increasing controls. But people are not getting better-and the results are devastating.

For the moment the pressure is on the Church. Faced with shocking suggestions, peer pressure, persuasive arguments, and constant challenges to Christian faith, most children are following peers into the new paradigm where bad is good and good is global.

Resistance is costly. A girl who refuses to endorse the gay lifestyle is labeled homophobic. A boy who appreciates traditional gender roles will score low in the new affective (feeling-based) assessments. They simply don't measure up to the new standard for tolerance.

TEACH TOLERANCE-PUNISH INTOLERANCE.

Seven-year old Sallie loved her school and her classmates. But she felt sad when a teacher at her elementary school in Los Altos, California,16 told her not to talk about her Christian beliefs on school grounds.

"What's church and state," she later asked her mother.

"Why do you ask?" answered the mother.

"My teacher told me to keep them apart and not talk about Jesus. She said I should save that talk for Sundays."

The rule made no sense to Sallie. Jesus was special to her every day-not just on Sundays. And she knew God wanted her to tell others. Yet she didn't want to break the rules. So when she wanted to bring her Bible for "sharing day", she hesitated. In the end, she decided not to bring it-even though one of her classmates had brought a small Buddha statue for the sharing time. The teacher didn't seem to mind the Buddhist religion.

Sallie's mother was in the classroom for a Thanksgiving celebration when the teacher asked all the students to say in one word what they were thankful for. Sallie raised her hand right away. She knew what she was thankful for: Jesus. But the teacher ignored her hand and called on all the others. Finally, at the very end, she let Sallie say her special word. The teacher squinted, showing her displeasure. Sallie felt shamed.

One day, when Sallie was talking about Jesus with a classmate who had come to her Vacation Bible School, the principal came by and heard some of their conversation.

"Don't talk about Jesus so much," he told her.

Sallie felt confused. "But Kara needs to hear about Jesus." she said. She knew that her friend was hurting.

As one might expect, Sallie didn't do well on the new assessments that emphasize the "right" values and attitudes rather than traditional academics. She was assigned to a "Child Study Team" where she would be remediated. Her IEP (Individual Education Plan) would be managed and monitored by the Resource Specialist.

"She doesn't smile, Mommy," said Sallie, who felt uncomfortable in her counselor's presence.

Her parents asked a lawyer what rights they had as parents to protect Sallie from religious intolerance. The lawyer warned them that the school might consider Sallie overly religious" and refer her to Child Protection Services (CPS). At that point, Sallie's parents quickly transferred her from the local public school to a Christian school. Sallie misses her friends, but at least she is no longer under the watchful eye of the school-based "thought police".

Perhaps you are wondering how this could be happening in America. What happened to free speech? To religious freedom? To kindness?

Remember the paradigm shift. The new paradigm changed all the rules. The globalist meaning for tolerance permits no tolerance for Christianity. An international "Declaration on Tolerance," prepared by UNESCO and signed by member nations," defined the new global standard. All nations would be responsible for fulfilling this international contract by teaching the "right" kind of tolerance. Though America didn't sign, our schools are leading the way.

As you read UNESCO's international contract on tolerance, ask yourself, "Can Christian children really "appreciate" what God forbids? Look up Deuteronomy 18:9-13, Romans 1:18-32 and I Corinthians 10:11, then follow its twisted logic below:

This anti-Christian standard for right and wrong has permeated teacher's colleges, educational laboratories, and curricula for decades. It has torn down God's boundaries, and allowed immorality and deception to flood our land. No wonder children are adrift in a tumultuous current of inner conflict and moral confusion. God warned us long ago that this would happen: "Woe to those who call evil good and good evil... Woe to those who are wise in their own eyes and clever in their own sight." (Isaiah 5:20)

HIDE NEW VALUES BEHIND OLD LABELS.

Having created the crisis, education leaders have a ready solution. President Clinton summarized it well in his 1997 State of the Union speech: "Character education must be taught in our schools. We must teach our children to be good citizens."

What kind of character for tomorrow's citizens? In 1976, NEA leader Harold Shane spoke for a long line of education leaders when he wrote "...we will educate our young for planetary service and eventually for some form of world citizenship." Shane had been working with Terrel Bell (who became President Reagan's first Education Secretary) on a NEA committee exploring a change in "the cardinal principles of education."18

With support from President Clinton, Richard Riley, William Bennett, Marian Wright Edelman, and global ethicists such as Rushmore Kidder who founded the Institute for Global Ethics, "Character Education" has become a smoke screen for teaching global citizenship. Educators simply decide on the values needed for the managed communities of the 21st century, then market them to schools, parents, and community leaders with nice-sounding labels such as "respect" and "responsibility."

It works. Christian parents have always taught their children good character qualities, so the idea appeals to us. We want to believe that the educational establishment still upholds the values that we treasure. And we forget that words take on new meanings when moved from the familiar Christian context into the new global paradigm.

Remember North Carolina School Superintendent Causby's words: "We have learned to put the best spin on things."19 Character Education, as touted by the educational establishment and the White House, has put the best of spins on a most alarming plan.

Let's see what happens when Christian words are plunged into the New Age context. But first, remember that teaching character began as God's idea. Long after He first told parents to train their children to follow His ways, He gave us this list of godly qualities: diligence, faith, virtue, knowledge, self-control, perseverance, godliness, kindness, and love. (2 Peter 1:2-8, NKJV)

You know what those words mean. The context of the whole Bible makes it clear to us. Only by His life in us, can His character qualities be demonstrated through us. Only by faith in Him and all He has promised us, can we be "partakers of the divine nature, having escaped the corruption that is in the world through lust..."

When globalist leaders use similar words, the focus changes. The Association for Supervision and Curriculum Development (ASCD-the curriculum arm of the mighty NEA) has given schools a nice-sounding set of character qualities, but its leaders had no intention of promoting the Christian values they have fought so hard to ban. Their list-justice, altruism, diligence, and respect-may sound biblical, but its purpose fits the NEA vision of social control.

A broad-based coalition called Character Counts! promotes another impressive list. Its "Six Pillars of Character" include respect, responsibility, justice, trustworthiness, civic virtue, and citizenship. These "consensus ethical values" were chosen in 1992, when a group of psychiatrists, international ethicist, political leaders, school superintendents, and members of state boards of education met in Aspen, Colorado, to share "ideas about character development" and seek "consensus on the ethical values that could be taught at home, in the classroom and at the office."20

The Aspen Conference which birthed Character Counts (CC) was organized by the Josephson Institute of Ethics. Its chairman is Frances Hesselbein, chief executive of the Peter F. Drucker Foundation for Nonprofit Management.21 Do you see the link to Total Quality Management (TQM) and the global workplace?

The Council of Advisors for CC includes Hillary Clinton's friend Marian Wright Edelman, head of Childrens' Defense Funds and a plenary speaker at Mikhail Gorbachev's 1996 State of the World Forum. This is significant, for the CC leaders give us a clue into the values behind the lists of character qualities. They have little to do with God's plan for His people. They has everything to do with a global and political agenda.

Take the word respect. Used in a global context, respect-like tolerance-means appreciation for people and lifestyles that fit the globalist plan. Does your child's teacher promote "respect" for paganism and promiscuous lifestyles by commending Planned Parenthood or by organizing "fun" earth-centered rituals in the classroom?

In most schools today, "respect" rules out respect for Christian children and parents who refuse to compromise God's truth and moral standard. The biblical standard simply doesn't fit the new goals. But what the world condemns, God rewards:

"Blessed is that man who makes the LORD his trust, and does not respect the proud, nor such as turn aside to lies." (Ps 40:4)

Their second Pillar of Character, responsibility, is as misleading as respect. According to the Character Education Partnership, it prepares students to "guard the fundamental rights of all citizens and carry out the obligations of citizenship by working toward a common vision of the common good."22

That sounds good until we consider what that "common vision" might be-and what kinds of obligations it might demand-now and in the future. And what does "common good" imply? A socialist state where individual goals must yield to collective interests?

Knowing what strange bedfellows make up the Character Education Partnership gives us another clue. Two of its powerful partners are the NEA and its curriculum branch, the ASCD. Look again at their philosophy.

NEA leader Willard Givens summarized it well back in 1934. "...all of us, including the 'owners', must be subjected to a large degree of social control.... The 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." 23

The "new social order" would emphasize duties instead of rights. Community or collective rights would count far more than individual rights. That's an old totalitarian idea re-packaged for today. More than fifty years ago, NEA Journal editor J. Elmer Morgan envisioned "a world Bill of Rights and Duties". Today his dream is nearing reality.

Hard to believe? Not for those who are familiar with NEA and UNESCO plans-or who has been following President Clinton's speeches. Just review my May(?) article on "Zero Tolerance" and see how the evolving new system sacrifices individual justice for "the common good."

Civic Virtue and Citizenship fit hand-in-glove with Responsibility. All three are open-ended. Compliant citizens must be ready to conform to changing rules and evolving duties. All three imply obedience to a new "civic framework of rights, responsibilities and respect."24

Honesty and Cooperation are good Christian qualities. But in the hands of "change agents" they, too, can be used for ungodly purposes. In classroom dialogues led by facilitators trained to draw private information from dutiful children, they persuade children to "be open" and "tell the truth" about church, discipline, and family activities the schools have no right to know or monitor.

Don't forget, most of the character qualities were good when used in a biblical context. But when moved into the global paradigm, they became tools for transformation. Notice how the focus changes with the paradigm shift:

  CHRISTIAN CONTEXT   GLOBAL CONTEXT
 respect for what God calls good for earth-centered values
 responsibility to God first  to the collective community
 understanding from God's perspective from global perspective
 co-operation according to God's plan according to changing rules
 citizenship obey God's guidelines  serve and conform to group
 altruism God's love through us to others mandatory "voluntary" service
 empathy compassion for the needy oneness with all
justice fair trial, compensation for wrong socialist equality, redistribution

FOLLOW SUCCESSFUL MODELS.

Unlike other experimental teaching programs, character education has been tested. It works. Nazi educators traded academics for character education--and created arrogant, tough, and obedient citizens-ready for unquestioning service to the state. As Hitler wrote in Mein Kampf:

"The folkish state must not adjust its entire educational work primarily to the inoculation of mere knowledge... The training of mental abilities is only secondary.... First place must be taken by the development of character, especially promotion of will-power and determination, combined with the training of joy in responsibility....

"A man with little scientific education but... with a good, firm character... is more valuable for the national community than a clever weakling. ... In the hard struggle of destiny, the man who knows least seldom succumbs...."25

Hitler had been watching Russia, where education was "harnessed to the goals of the Communist party." Schools were "drastically changed... Pupils took part in soviets [local appointed councils] responsible for running schools and communities. Teachers were told to eradicate all traces of the old philosophies and instill Communist ideas of education."26

Factual learning was replaced by ideology, and teachers were trained to modify behavior and build the character required of Soviet youth. Homework and exams were forbidden-until chaos forced a change. Using the same propaganda we hear today, Lenin said, "Our schools must give our youth the foundations of knowledge, of ability to work out themselves the Communist outlook. It must make educated people of them." But only a compliant elite would rise above the working classes, for "free secondary edu-cation was allowed only to students of exceptional ability."27

From a Christian perspective, character education both in Soviet Russia and Nazi Germany was a dismal failure. But to globalist "change agents" it accomplished its purpose: it turned children into compliant citizens and zealous activists for the state. Less than a decade after Hitler showed the true colors of Nazi character, the UN and its U.S. partners were writing a similar script for America: world education would use both Nazi and Soviet-style behavior modification to mold global citizens with world-class character.

Like the Clintons today, the first UN leaders used "science" to validate a supposed "need" for government control over families. Soon after the UN was founded, its leaders presented "new discoveries" in mental health research "showing" that children must be protected against traditional values. To raise awareness of the dangers and bring public consensus, the 1948 International Congress on Mental Health produced a statement called "Mental Health and World Citizenship." It declared that,

"Social institutions such as family and school impose their imprint early in the personality development of their members, who in turn tend to perpetuate the traditional patterns... It is the man and woman in whom these patterns of attitude and behavior have been incorporated who present the immediate resistance to social, economic and political changes. Thus prejudice, hostility, or excessive nationalism may become deeply embedded in the developing personality without awareness on the part of the individual concerned, and often at great human cost."

Does that sound familiar? Remember UNESCO's Declaration on Tolerance. It declared intolerance to be "a global threat." A danger to all humanity!

Tom Hanks used the same argument during the President's Summit on America's Future in April. Hosting "I Am Your Child"-- a televised film designed to prepare the public to accept state control over child-raising, he began with a familiar script:

"...according to startling new scientific discoveries about brain development, the emotional and intellectual environment [the newborn baby] is exposed to during those critical first three years will have a profound effect on what kind of person he will turn out to be. And the kind of person he turns out to be will impact either positively or negatively every other person in the world. That's right!"

Sounds like another global crisis, doesn't it? But don't worry. Our government has planned a rescue. With an army of trained mentors, monitors, and parent-teachers, it will direct child-raising along the right path. In fact, early childhood training is simply the first part of "lifelong learning"-another UNESCO idea. This "cradle-to-grave" program must involve young and old in the new "seamless" "human resource" management system based on consensus. Everyone must embrace the right values, demonstrate the right character, and become the right kind of citizen-or lose the social benefits only awarded those who comply.

This new citizen will freely offer his or her time to state-organized "voluntary" service-or "service learning." [This origin and dangers of this program are illustrated and explained in Brave New Schools] During his Summit on America's Future, President Clinton called for thousands of volunteers to participate in the process. With his typical flair for spin control, he announced,

"The era of big government may be over, but the era of big challenges for our country is not. And so we need an era of big citizenship. That's why we're here."28

REVIVE EARTH-CENTERED VALUES.

"Big citizenship" refers to the new "democratic" or "civil government" envisioned by globalist leaders. Political decisions would be made by the bureaucratic "councils" which resemble Lenin's "soviets" and-so we are told-represent the views of an entity called "the people". Since the public will be trained in politically correct citizenship and consensus, they will have learned not to oppose this process.

Few globalists have advanced the new image of citizenship more zealously than Robert Muller, the Chancellor of the University of Peace in Costa Rico. The former Assistant Secretary-General of the UN led the design team for UNESCO's Global Education Project and helped lay the groundwork for lifelong learning.

His own World Core Curriculum-inspired by Alice Bailey's spirit guide "the Tibetan Master, Djwhal Khul"- became a shining model for teaching values in the US and around the world. Outlining basic assumptions of the global paradigm, it calls for schooling in planetary citizenship long before a child learns his or her national or local identity.

In April 4-6, 1997, Muller hosted a Youth Congress in Vancouver titled "Global Citizenship 2000." Sponsored by the International Foundation of Learning, it challenged 14 teams of student leaders to design Millennium projects that would be used to inspire students, teachers, mentors and politicians everywhere.

A group of young women performed a skit to dramatize the new meaning of citizenship. One member sat on a round table and held pine branches in her hands. "Welcome to the Council of Human Beings," she began. "I represent Mother Earth."

In turn, the other women laid their hands on her and confessed their environmental sins:

"I am guilty of wasting water when I'm brushing my teeth, letting the water run, and having long showers."

"I am guilty of killing animals by buying and wearing leather sandals."

"I am guilty of polluting the environment when I'm fully aware of the oil leak in my dad's car."

"I am guilty of supporting the destruction of East Timor by buying jewelry and blankets made in Indonesia."

Mother Earth (ME) acknowledged each confession with a brief, "I hear you," then posed the next challenge: "How can you heal me?"

"I can stop wasting water by only taking what I need," said the first repentant sinner.

"I forgive you," said ME.

Each woman proved her repentance by sharing her good intentions. At the end, the group received a hearty applause.

Robert Muller must have been pleased. Young activists around the world are joining his campaign for a global code of ethics based on earth-centered values. At a 1995 UN celebration in San Francisco Bay Area, he stressed the need for a such a standard:

"Our spirituality is being reborn.... We need a universal Declaration of Ethics.... The first period took up human rights. Now, we must deal with rights of the planet....

"We need... universal Declarations of Duties and Responsibilities.... I would recommend:

[1] "A science of ethics. The great religions lead us to discern what is right and what is wrong... We need a science to define what is good and bad....

[2] "A strategy of ethics: Teach that all are interconnected from infinitely large to infinitely small...."

Muller then suggested the most urgent duties. They dealt with environmental violations such as large families, over-consumption, too much garbage, and religious differences. The World Court would punish violations.

"We must start a debate in the UN for ethical behavior," he announced, then suggested that the UN "create independent commissions" on spirituality ["I told the Dalai Lama to do it"] and on communication ['I told Ted Turner...']". He concluded,

Create a new UN office on ethics -- in duties and responsibilities....The world government [must establish ethics] to condemn people who come up with nuclear weapons.... The next millennium must heal what is wrong!"

GOD'S ETERNAL VALUES.

From Muller's perspective, the biggest wrong is the Christian view of man and nature. He may never have read the passages in the Bible that shows God's special concern for His creation-trees, flowers, wild and domestic animals... It wouldn't matter if he did.

What matters to Muller and other globalists are the deceptive strategies needed to persuade the public to submit to their international system of oppressive rules and laws-a system not unlike the Huxleys' vision of a tightly managed world. You saw it earlier. It would own each child and control each person. But it would sanction the sexual sins God forbids.

Today, this twist on freedom serves a purpose. As in recent totalitarian regimes, well-chosen compensations distract the masses from the anguish of tyranny. In Brave New World, Aldous Huxley describes the seductive "feelies" that compensate for the loss of freedom. First among them is sexual license :

"As political and economic freedom diminishes, sexual freedom tends compensatingly to increase. And the dictator... will do well to encourage that freedom. In conjunction with the freedom to daydream under the influence of dope, movies and the radio, it will help to reconcile his subjects to the servitude which is their fate."30

Sensual, earth-centered values are anything but new to the human race. Pagan cultures have indulged in sexual promiscuity along with spiritual rituals since the beginning of time. And whenever God's Old Testament people turned away from their Shepherd, it wasn't long before they were caught up in the same deadly lusts that corrupted their pagan neighbors.

Your children are not immune to the world's seductive messages. They hear the same tempting promises and the same alluring voices that others hear and follow. They, too, want peace and safety, friends and fun. So when the counterfeit answers ring out again and again, week after week, they start to sound both true and natural.

Concerned about their spiritual safety, our Shepherd reminds them: "Do not be conformed to this world, but be transformed by the renewing of your mind, that you may prove what is that good and acceptable and perfect will of God." (Romans 12:2-3)

Unless we help our children build a mental framework and filter based on biblical truth, the world's philosophies will probably squeeze them into its mold. It takes discernment, diligence, and delight in God to stand firm in His truth when friends choose the tempting counterfeits. But those who have chosen to stand firm, wear His armor, trust His promises, and follow Him no matter what, will be led by the Shepherd in a peace and triumph the world can never understand.

"No eye has seen, no ear has heard, no mind has conceived what God has prepared for those who love Him," but God has revealed it to us by his Spirit." (1 Cor. 2:9-10) Therefore we can sing with David,

"The LORD is my rock and my fortress and my deliverer;

My God, my strength, in whom I will trust; My shield and the horn of my salvation, my stronghold. I will call upon the LORD, who is worthy to be praised; So shall I be saved from my enemies." (Psalm 18:2-3, NKJV)

To understand the manipulative strategies used to change our children and persuade the public to accept a global education system, read Brave New Schools. 

Endnotes:

1 Education for International Co-operation and Peace at the Primary-School Level (Switzerland: UNESCO, 1983), 9.

2 Robert Muller, Global Citizenship 2000 Youth Congress, Vancouver, Canada, April 5, 1997.

3 Richard Riley, White House, Washington DC,

July 29, 1994. Internet. http://www.ed.gov/Speeches/07-1994/charactr.html

4 Lester Kirkendall, Sexuality and Man (SIECUS). [I have this book but am still trying to find it.]

5 David Krathwohl, Benjamin Bloom and Bertram Massia, Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook II: Affective Domain, (McKay Publishers, 1956), 55.

6 Mark E. Howerter, "The Other Side of the News" http://www.prairienet.org/otherside.

7 William Glasser, M.D., Schools Without Failure (NY: Harper & Row, 1969), 161.

8 Sidney B. Simon, Leland W. Howe, and Howard Kirschenbaum, Values Clarification-A Handbook of Practical Strategies for Teachers and Students (New York: Hart Publishing Co., 1972), 38-39, 41-46.

9 Ibid., 49, 54.

10 Harold Shane, Today's Education (Jan. 1969). Shane worked with Terrel Bell (later President Reagan's Education Secretary) on a NEA Bicentennial Report on "Cardinal Principles" that would "bring about a harmoniously interdependent global community." Cited by Dennis Cuddy, Chronology of Education (Highland City, FL: Pro-Family Forum, 1994), 59-60.

11 George Bush, White House, April 18, 1991. America 2000: An Education Strategy.

12 Man, Education and Society in the Year 2000, a report issued by the Institute for Chief State School Officers, 1974. Summary written by Dr. Grant Venn, CSSO Institute Director. Cited by Dr. Dennis Cuddy, 55-56

13 The United States Prepares for Its Future: Global Perspectives in Education, Report of the Study Commission on Global Education," 1987. The report is financed by the Rockefeller, Ford and Exxon Foundations. Cited by Dr. Dennis Cuddy, 80.

14 Al Gore, Earth in the Balance (New York: Houghton Mifflin Company, 1992), p. 274.

15 George W. Parkyn, Towards a Conceptual Model of Life-long Education (Paris: UNESCO, 1973), 8.

16 For more information about this story, call 415-941-3228.

17 The Declaration of Principles on Tolerance, adopted and signed by the Member States of the UNESCO on 16 November, 1995.

18 Harold Shane, "America's Next 25 Years: Some Implications for Education," Phi Delta Kappan (September 1976). Cuddy, 59-60.

19 Cynthia Weatherly, "The Second Annual Model School Conference," The Christian Conscience (January 1995); 36.

20 Character Counts! Home page on Internet, "Background," http://www.charactercounts.org/

21 Ibid.

22 Character Education Partnership, Home page on Internet, http://web2010.com/cepweb/

23 Willard Givens presented a report titled "Education for the New America" at the 72nd Annual Meeting of the NEA, held in Washington, D.C. in July 1934. Cuddy, 20.

24 Charles C. Haynes, "Character Education in the Public Schools," Character Education Partnership, Internet:<http://www.fac.org/publicat/cground/ch14_1.html>.

25 Adolf Hitler, Mein Kampf (Boston: Houghton Mifflin Co., 1791), 408.

26 Encyclopedia Britannica, Volume 22 (Chicago: William Benton, 1968), 538, 537.

27 Ibid., 538.

28 James Bennet, "Presidents Call for Big Citizenship, Not Big Government," New York Times, April 29, 1997.

29 Carl Teichrib, Ground Zero, C.T. Communication, Box 612, Gladstone, Manitoba, Canada, R0J 0T0 (204-385-3084).

30 Aldous Huxley, Brave New World (New York: HarperPerennial, 1932), xvii. 8

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