“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.” [1]
Julian Huxley, the first head of UNESCO, 1947.
The goal of
education has changed! Our schools no
longer teach the kind of literacy, history, math, and morality that we once
considered essential to responsible citizenship. The new generation of post-modern students
are being trained to believe whatever might serve a pre-determined ‘common good.’If their educators succeed, tomorrow’s students will have neither
the facts nor the freedom needed for independent thinking. Their
“common core” will be based on a global collective agenda, not on
American freedom or Christian values. Like Nazi
youth, they will be taught to react, not think, when nudged to do the
unthinkable.Dr. Thomas Sowell summarized this mind-changing process in a
1993 article titled “Indoctrinating the Children”:“The techniques of brainwashing developed in
totalitarian countries are routinely used in psychological conditioning
programs imposed on American school children. These include emotional
shock and desensitization, psychological isolation
from sources of support, stripping away defenses, manipulative
cross-examination of the individual’s underlying moral values, and inducing acceptance of alternative values
by psychological rather than rational means.”[2]“O our God . . . we
have no might against this great company that cometh against us;
neither know we
what to do: but our eyes are upon Thee. (2 Chronicles 20:12)
The Global Roots of “Common
Core” EducationParents
beware! A New World Order is rising. It has no tolerance for Christianity,
traditional values, or historical facts that expose its lies. The seeds for
this transformation
were planted long ago, but few saw the warning signs. Now that the
evidence is too vast to deny, we need to prepare our children for a
different kind of world: a world where an educated and responsible
citizenry no longer exists in sufficient numbers to maintain the rule of
law and individual freedom.Today’s education goals were envisioned more than a century ago by
socialist American and British elites who steered the process from behind the
scenes. Though the labels changed through the years, they all served
a globalist vision of a totalitarian world equipped to conform young minds
to a socialist/Communist system.Each decade brought us closer to the
fulfillment of that anti-Christian agenda. The latest version of the international education plan is called
“Common Core” (CC) or “Common Core Standards” (CCS) or “Common Core
State Standards (CCSS) in America. These deceptive labels hide the global agendaat
least for the moment.“Common Core” is the latest extension of previous programs
aimed at mind-changing compliance with UNESCO’s evolving guidelines. You may remember some
of the past titles: Education for All, Outcome Based Education, Quality
Learning, No Child Left Behind, etc. In the years ahead, new labels and propaganda will surely continue to
push this global agenda forward until the world’s elite masters decide that
they have reached their goal: total control of the serfs that serve them.In a 2009 article titled “The
Spiritualization of Science, Technology and Education in a One-World Society,”
Dr. Martin Erdmann writes,“Aldous
Huxley envisioned a future world society totally controlled by an elite
group of scientists. His best-known fictional work explicating this dire
prospect bore the title Brave New World. Years later he would
revisit his prognostications only to conclude that he had
underestimated the rate of change realizing his darkest fears.”[3]
Aldous, brother of the
prominent Julian Huxley who served as the first Director-General of
UNESCO, had reason to be concerned. Raised among British socialist/globalist
elites (some of whom funded Communism in Russia), he shared their vision and glimpsed their totalitarian
goals. Of course, he didn’t know that more than half a century later, the global-minded
Bill Gates would use his wealth to help establish that long-term vision:
“Gates
astronomical wealth has
persuaded millions that Common Core is the solution to education
problems…But… the truth remains that whenever unelected
philanthropists are permitted to direct public policy, the
voting public
gets cut out of the process.”[4]
As you scroll down the century-long chronology,
notice the powerful people, the elitist organizations, and the wealthy
foundations that have
planned, steered and funded the amoral transformation
of our schools, churches and communities. Their common goal is global
socialism: a totalitarian new world order!
|
Behind that long historical chronology stood influential elites who supported
the global vision. They include bankers, presidents, politicians as
well as members of secret societies such as The Council of Foreign
Relations (CFR), Skull and Bones, Bilderberg and the Trilateral
Commission.
They didn’t leave Obama to rule by himself. Just as President
Woodrow Wilson had Colonel Mandel House as his secretive mentor, so
President Obama is surrounded by global-minded counselors such as Joe Biden, Zbigniew Brzezinski and
others.
So Who Will Rule the Global School?
Seven years ago a world-changing event took
place. It would revolutionize education, families, faith and basic values in
our fading “land of the free.” I’m referring to the
Moscow
Declaration that was officially adopted on June 2, 2006, by the Education
Ministers of the United States, the Russian Federation, Canada, France, Germany,
Italy, Japan and the United Kingdom. The members of this international “Group
of Eight” (G-8) have committed their nations to “cooperation in education at
all levels in the 21st century.”[22]
What about America’s “Common Core” standards?
How do they fit into the
Moscow Declaration?
Marketed to American families as an improved education program, the actual truth about “Common Core” has been
hidden from us. Our government leaders didn’t tell us that we were already committed
to a multinational education agenda! But it all makes sense when we consider
the century-old movement
toward global education and a new world
order!!
Back in 2006, Eagle Forum’s Education Reporter
explained the implication of the “Moscow
Declaration‘:
“Russia’s Science and Education Minister
Andrei Fursenko described 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.'”[23]
That certainly sounds like a global
education system, doesn’t it? But the American people were kept in the dark!
The Education Reporter continues,
“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…’“Included in previously adopted initiatives… are those from UNESCO as well as the
1985 agreement with the USSR [before the end of “the cold
war”] 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.’…“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.”[24]
Today’s sobering realities remind me of the
boastful statement made by Nikita Khrushchev back in 1959. Perhaps he was right:
“You Americans are so gullible. No, you wont accept
communism outright, but well keep feeding you small doses of
socialism until youll finally wake up and find you already have
communism. We wont have to fight you. Well so weaken your
economy until youll fall like overripe fruit into our hands.”[25]
But God said: “My
grace is sufficient for thee:
for my strength is
made perfect in weakness.'” (2 Corinthians 12:9)
The Common Core
Standards Guides the Global
Agenda
It’s hard to define the actual Common
Core standards. Shrouded in positive promises and perplexing
assertions, many ordinary readers are left wondering what’s true or
false. Faced with open-ended and unfamiliar terminology, concerned parents are
confused and discouraged. They may recognize
the false marketing and deceptive
propaganda, but they don’t know where to find honest answers. For example, the
mission statement posted at “Common Core State Standards Initiative” is
anything but clear:
“The Common Core State Standards
provide a consistent, clear understanding of what students are
expected to learn, so teachers and parents know what they need
to do to help them. The standards are designed to be robust and
relevant to the real world, reflecting the knowledge and
skills that our young people need for success in college and
careers. With American students fully prepared for the future, our
communities will be best positioned to compete successfully in the
global economy.”
[26]
What does it mean by “robust”? Is it “relevant” to the success
of all students or just to those who will embrace the spreading
immorality and group thinking?
Last year, those confusing but nice-sounding promises
brought rapid enthusiasm among some parents, but skepticism is now
growing fast. Just ponder the statements below. How do we interpret
words such as “clearer and higher” or “rigorous contents”? What does
“rigorous” mean in a classroom where facts are replaced by group
speculations and dialectical thinking? How can concerned
parents find answers to bewildering slogans such as these:
- Fewer, clearer, and higher, to best drive effective policy and practice;
- Aligned with college and
work expectations…- Inclusive of rigorous
content and applications of knowledge through
higher-order skills…- Internationally
benchmarked, so that all students are prepared for
succeeding in our global economy…- Research and
evidence-based.[27]
This global agenda is far more intrusive, demanding and dangerous
to Christian families than most of us can imagine. So p
onder this important
warning from Phyllis Schlafly:
“UNESCO’s efforts in the 1960s and 1970s
to influence U.S. school curriculum were unsuccessful. But now UNESCO has
found a sugar daddy. On November 17, 2004 at UNESCO’s headquarters in Paris,
UNESCO signed
a 26-page ‘Cooperation Agreement’ with Microsoft Corporation
to develop a ‘master curriculum (Syllabus)’ for teacher training in information
technologies based on standards, guidelines, benchmarks, and assessment
techniques. The Agreement states that… ‘UNESCO will explore how to
facilitate content development.’“Following the signing of the Agreement, UNESCO Director General Koichiro Matsuura explained it in a speech. One of its goals, he
said, is ‘fostering web-based communities of practice including
content development and worldwide curricula reflecting UNESCO
values.’ No doubt that is agreeable to Bill Gates because the
Agreement states that ‘Microsoft supports the objectives of UNESCO
as stipulated in UNESCO’s Constitution.”
[28]
Before long, Bill Gates and his UNESCO partners had prepared the following
“core
standards.” Notice that they are far more honest and
threatening than the previous propaganda.
- Environmental
education will be incorporated in formal education. - Any value or attitude held by anyone globally that stands
independent to that of the United Nations definition of
sustainable education must change. Current attitudes are
unacceptable. - Education will be belief-and-spirituality based as defined
by the global collective. - Environmental education will be integrated into every
subject, not just science…”
[29]
Today’s emphasis on “saving the
earth” will surely involve mental manipulation and moral
degradation. The suggested earth-centered spirituality in the third
point would fit well
in a culture of promiscuity, propaganda and paganism. And the spreading seductions of the occult will speed
the rising hostility toward Biblical truth and values. The
second and fourth points speak for themselves. Everything must change!
“Current attitudes are unacceptable.”
This transformational
process is well under way. Ponder the moral values
taught through the new “Common
Core ‘Exemplars’” listed here:
http://www.corestandards.org/assets/Appendix_B.pdf.
Notice on page 108 that this list of chosen “Text
Exemplars” includes a sexually explicit novel by Julia Alvarez for ninth
and tenth graders. Dr. Mary Grabar
gives us a glimpse of its corrupting context:
“I must admit that I would have been too embarrassed to teach Julia
Alvarezs sexually explicit novel, In the Time of the Butterflies,
to
the college students I have taught for over twenty years, much less to
ninth- and tenth-graders, as many Georgia high school teachers have been
instructed to do.“Some high school teachers also have a problem with its overtly feminist
and leftist-leaning ideology. The men are portrayed as weak drunkards,
continually cheating on their wives….“The novel is taken straight from Common Cores Text Exemplars for
ninth and tenth graders. Although the exemplars are officially
intended to be suggested readings, educrats take the suggestions
literally. They know that they have to prepare students for the national
tests being rolled out in 2014-2015.“For example, there is a drunken New Years
celebration of ‘the triumphant announcement. Batista had fled!
Fidel, his brother Raul, and Ernesto they call Che had entered
Havana and liberated the country.’ No indication in the novel that
Fidel and Raul turned out to be tyrants, or Che a mass murderer. The novel has explicit descriptions of masturbation
and intercourse, but Im too embarrassed to quote those.”[30]
If only the students children would be equally
embarrassed! But part of the purpose for
corrupt literature is to replace Biblical morality with immoral
sexuality and all kinds of other hindrances to Christian values. May God
show us how we can best equip our children to stand firm in Christ in
the midst of the coming battles.
Envisioning an
Interconnected World
“In the global village … networks will link
students around the world to each other and to a vast body of
information and human knowledge.”[31]
That promise was made in 1994 during a trans-Atlantic
conference 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 agreed that educational
accord would be vital to their goal of “enforcing social
transformation.”[31]
Do you wonder what kind of “social transformation”
they planned to enforce? Was personal liberty
on their agenda? Or did they seek totalitarian
government control as in the French Revolution? What goals and values would
guide their plans for global education and social transformation? Capitalism?
Socialism? Or Communism? Or a new form of totalitarianism?
And where does militant Islam fit into
this global power struggle for the collective minds of children? Its ambitious Sharia-minded
leaders are unlikely to compromise! And why would they? Corrupt
politicians and liberal media masters are already bending over backward
to accommodate Islamic “rights.” But Islamic leaders have
their own agenda in America as well as in the Middle East, and they will not
tolerate our Christian beliefs.
Remember, Aldous Huxley warned us about
such planned distractions long ago. Surrounded by British
Fabian Socialists,
he became increasingly troubled about the spread of totalitarianism. In 1958, after
the deadly fallout from Communist and Nazi tyranny, he shared his concerns in
a sobering 1958 book,
Brave New World Revisited:
“In Brave New World [his previous book] non-stop distractions
of the most fascinating nature… are deliberately used as instruments of
policy,
for the purpose of preventing people from paying too much attention
to the realities of the social and political situation.…“In their propaganda, today’s dictators rely
for the most part on repetition, suppression and
rationalization:
the repetition of catchwords which they wish to be accepted as true,
the suppression of facts which they wish to be ignored, the arousal
and rationalization of passions which may be used in the interests
of the Party or the State.
“As the art and
science of manipulation come to be better understood, the
dictators of the future will doubtless learn to combine these
techniques with the non-stop distractions…”
[32]
Bombard children with
mind-changing suggestions
A
familiar tale told to first-graders in Pennsylvania illustrates both the
tactics and the planned transformation of the world. We all know the
story of the Little Red Hen who wanted some bread to eat. She asked some
of her barnyard friends to help make it. But the cat, the dog, and the
goat all said “no.” Finally she did all the work herself. Yet, when the
bread was done and its fragrance spread throughout the farm, her
unwilling neighbors were more than willing to help her eat it.
“Won’t you share with us?” they begged.
“No,” she answered. “Since you didn’t help, you don’t get anything.”
In
the context of traditional values, the moral of the story might be:
you get
what you work for. But those who have learned to think and see from the
new global perspective are led to a different conclusion. Listen to the
kinds of questions the first grade teacher asked her class:
“Why was the Little Red Hen so stingy? Isn’t it only right that
everyone gets to eat? Why wouldn’t she share what she had with some
who had none?”
[33]
The
concerned mother who heard and reported this story asked, “What kinds of
values were the children taught?” The new interpretation emphasizes
love and sharing, but what is missing? How might it confuse a child’s
values?
The
answers are obvious. The children were taught socialist values.
The new interpretation vilified values that had motivated Americans to
be diligent, responsible and fair. The teacher’s questions were actually
strategic suggestions prompting the group to ridicule traditional
values, to see reality and society from the new politically correct
perspective, and to intimidate and shame anyone who dared to disagree.
A
new mental “framework” is vital to the global paradigm shift. But
to launch the new system, the old patterns must be blurred, broken and
forgotten.
The educational establishment knows that children who are fed a daily
diet of biblical truth will resist their plans for change. They also
know that students bombarded with strategic suggestions will probably reject Christianity. If schools can
build the “right” kind of filter in the minds of young children, the new global beliefs will fit right in.
Focus on feelings, not
facts
This
shift from factual education to mental manipulation and feeling-based
learning began
more than seventy years ago. Through the decades, the strategies used to
manipulate minds in the Soviet Union and Nazi Germany were developed,
first at the Tavistock
Clinic near London and later at Germany’s
Frankfurt School
(originally called
Frankfurt
Institute for Social Research). Their mind-bending methods soon
spread to a rising number of psycho-social research centers in America.
They were fine-tuned at Columbia, Harvard, Stanford and other American
universities, at our regional
educational laboratories and at the
Aspen Institute for
Humanistic Studies where Elian Gonzales was remediated in
preparation for his return to a Communist system.
At the 1989 Governor’s Conference on Education in Kansas, Dr.
Shirley McCune, then head of the Mid-Continent Regional Educational
Laboratory, summarized the policy in her keynote speech:
The
revolution
in curriculum is that we no longer are teaching facts to
children
. We no longer see the teaching of facts and information
as the primary outcome of education.
[34]
“What will
take the place of logic, fact and analysis in the coming age?” This
rhetorical question was raised by Dr. Donald A. Cowan, president
emeritus of the University of Dallas. His revealing answer exposes an
important step toward the new consensus:
“The central way of thought for this new era
will be imagination…. Imagination will be the active, creative agent
of culture, transforming brute materials to a higher, more knowable
state.”
[35]
A simple example of this
process was exposed by a Christian teacher in Sunnyvale CA. During a
public elementary school assembly, the students sang the words of the
Peacemakers’ Planetary Anthem to the
tune of the Star Spangled Banner. This melody, which has symbolized
freedom to those who have loved America, now became a tactical trigger
used to turn hearts from the old ways to the new vision.
To
shape “world-class students” who see reality through a multicultural filter,
social engineers keep testing their latest modification strategies on our children.
One tactic is
managed
group thinking (the dialectic process) which prompts them to reject their
old home-taught morality and embrace the collective values of their dialoguing classroom
group.
The Left may win the next battle in this spiritual war. The signs of a
global revolution are already
too close for comfort. We can no longer count on the American Constitution which
was based on Biblical principles. More often than not, today’s choices are totally contrary
to America’s founding values and God’s wise guidelines.
But our Lord still reigns! In the midst of this spiritual
war, He will surely provide His strength, wisdom and His comforting nearness to
all who choose to trust and follow Him!
“The LORD is my
rock, and my fortress, and my deliverer; my God, my strength,
in whom I will trust; my buckler, and the horn of my salvation,
and my high tower.
I will call upon the LORD, who is worthy to be praised: so shall
I be saved from mine enemies.” (Psalm 18:2)
1. Julian Huxley, the first head
of the United Nations Educational, Scientific and Cultural
Organization (UNESCO).
http://www.crossroad.to/Quotes/globalism/julian-huxley.htm
2. Thomas Sowell, “Indoctrinating the Children,” in
Forbes,
February 1, 1993, p. 65.
3. Dr. Martin Erdmann, “The Spiritualization of Science, Technology and Education in a One-World Society,” January
2009, Volume 2,
http://www.clinam.org/images/stories/pdf/volume2.1.pdf
4. Top Ten Scariest People in Education Reform: #5 –
Bill Gates, August 2013.
http://whatiscommoncore.wordpress.com/2013/03/28/top-ten-scariest-people-in-education-reform-5-bill-gates/
5.
http://en.wikipedia.org/wiki/Carnegie_Foundation_for_the_Advancement_of_Teaching
6. John Dewey, “Religion and our Schools.” Abstract: “In
1908 . . . Dewey, wrote a paper Religion and our Schools. In it he
argued that religion should not be taught in schools. Yet Dewey had his
own radical religious views. These views are now more widely accepted
and religious education less confessional.” July 6, 2006.
http://www.tandfonline.com/doi/abs/10.1080/0141620980200202#preview
7. Dennis Laurence Cuddy, Ph.D.,
Chronology of Education with Quotable Quotes, 1994,
p. 18.
8.
The Humanist Manifesto 1 (1933) was the first public
declaration of the views and objectives of humanism. It
rejected God and His values but affirmed humanist faith
in the power and evolution of man.
The Humanist Manifesto II (1973) reaffirmed and
amplified this man-centered, relativistic, utopian
belief system.
http://en.wikipedia.org/wiki/Humanist_Manifesto_II
9. “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. Cited by Dr. Dennis
Cuddy, Chronology of Education with Quotable Quotes,
p. 20.
10.
Joy Elmer Morgan, “The United Peoples of the World,”
The NEA Journal (December 1942); p.261.
11. “National Education in an International World.”
Printed by the NEA in 1946.
12. J. Elmer Morgan, “The
Teacher and World Government,” The NEA Journal
(January 1946); p.1.
13. Julian Huxley, first head of UNESCO,
(Washington DC: Public Affairs Press, 1947). See
http://www.crossroad.to/Quotes/globalism/julian-huxley.htm
14. Dennis Cuddy, Ph.D., The
Grab for Power: A Chronology of the NEA
(Marlborough NH: Plymouth Rock Foundation, 1993); p. 8.
15. John I. Goodlad &
Associates, Curriculum Inquirythe Study of
Curriculum Practice (NY: McGraw Hill, 1979), 261.
16. Humanist Manifesto II, Tenet #12.
http://americanhumanist.org/Humanism/Humanist_Manifesto_II
17. The NEA promotes “A Declaration of Interdependence: Education for a Global Community,”
September, 1976. Cuddy, Chronology of Education, p. 59.
18. Muller’s beliefs
and influence are explained in Brave New Schools
[by Berit Kjos], Chapter 2:
“The International Agenda”
at
http://www.crossroad.to/Books/BraveNewSchools/2-International.htm
19. The Conference on “Learning for All: Bridging Domestic
and International Education” with Barbara Bush (Honorary
Chair) and a Russian keynote speaker, Elena Lenskaya,
October 30-November 1, 1991.
20.
The text of “The United Nations World Pledge”
was recited by students at a Brownsville (Texas ) school,
TiVo Community Forum Archive 1,
http://archive.tivocommunity.com/tivo-vb/showthread.php?s=&threadid=78176
21. Dennis
Laurence Cuddy, Ph.D., Chronology of Education With
Quotable Quotes (Highland City, FL: Pro Family
Forum, Inc., 1993).p. 100.
22. ‘Moscow
Declaration” Adopted by G-8: Education MinistersSecretary Spellings Commits U.S.,
Eagle Forum, U.S. Dept. of Education, June 2, 2006.
http://www.eagleforum.org/educate/2006/june06/moscow.html
23. Ibid.
24. Ibid.
25.
Nikita Khrushchev, “Dark Predictions of a KGB Defector,” 1959 at
http://frontpagemag.com/2010/10/19/dark-predictions-of-a-kgb-defector/print/
26.
http://www.corestandards.org
27.
http://www.corestandards.org/assets/Criteria.pdf
28. Phyllis Schlafly, “Bill Gates Teams Up With UNESCO,” Eagle Forum,
November 30, 2005.
http://www.eagleforum.org/column/2005/nov05/05-11-30.html
29. Ibid.
30. Mary Grabar, Common
Core Exemplars: Literature with Graphic Sex and Praising Castro,” Text Exemplars for 9th and 10th grades,
May 7, 2013,
http://watchdogwire.com/florida/2013/05/07/common-core-exemplars-graphic-sex-and-praising-castro.
See the new “Common Core ‘Exemplars’” listed here:
http://www.corestandards.org/assets/Appendix_B.pdf.
31. From a publicity flier announcing the trans-Atlantic conference held
April 10-13, 1994.
32. Aldous Huxley, Brave New World Revisited
(Perennial Library,1958), pps. 36-37.
www.crossroad.to/Excerpts/books/transformation/brave-revisited.htm
33.
This story was included in the
first grade curriculum in New Pittsburgh, PA. The story was
also told–using the new paradigm context–at a parents’
meeting explaining Character Education. Anita Hoge, formerly
a Pennsylvania mother and researcher, reported the story to
me.
34. At the time of her 1989
keynote speech, Shirley McCune presided over the
Mid-Continent Regional Educational Laboratory (McREL). The
Regional Educational Laboratories are private, non-profit
corporations which are funded, in whole or in part, under
Title IV of the Elementary and Secondary Education Act of
1965.
35. Spoken at a 1988 forum address at the Dallas Institute
of Humanities and Culture. This address formed the nucleus
for his book, Unbinding Prometheus: Education for the
Coming Age.
See Berit’s booklet:
https://www.lighthousetrails.com/new-age-movement/653-booklet-a-common-core-for-a-global-community.html