Common Core – 3

America has changed! We were
“a nation under God, indivisible, with liberty and justice for all.” We have
become a divided nation with eroding liberties for those who refuse to
conform. The seeds for this transformation were planted long ago, but few
saw the warning signs. Now that the evidence is too profuse to deny, it may
be too late to slow or stop the process. I hope not.

 

As you read, notice the
powerful people, organizations and foundations that inspire, plan, and fund
the transformation. Follow their names and see their links to other groups.
By the time you reach the eighties, the names will become more familiar:
President Bush, Lamar Alexander, President Clinton, Ted Turner…. Many of
the names and titles have been written in bold letters to help you trace
their steps and influence through the years. Significant statements have
been emphasized with italics.

           

Three main
themes flowing through this
chronology:

• Purge the beliefs, values,
  individualism, independence and free enterprise that made  this
  nation unique.

• Promote
  global beliefs and interdependence, universal values, a managed
  economy, and controlled “human capital” — even at the cost of our
  constitutional rights and personal freedom.

• 
  Implement the psycho-social strategies developed in various Regional
  Educational Laboratories across our country to modify beliefs,
  values and behavior to match the the UN-globalist agenda.
  

 

1905.
The Carnegie
Foundation
for the Advancement of Teaching (CFAT)
was founded.  Together with other Carnegie Foundations, it has been a major
promoter and funder of socialistic, global education projects.

 

1908. While the patriotic President Teddy
Roosevelt was finishing his White House term,

John Dewey
was laying the foundations for a revolutionary transformation of America and
the rest of the world. In “Religion and our Schools”, he wrote,

“Our schools … are performing an
infinitely significant religious work. They are promoting the social
unity out of which in the end genuine religious unity must grow.
…dogmatic beliefs… we see.. disappearing…. It is the part of men
to… work for the transformation of all practical
instrumentalities of education till they are in harmony with these
ideas.”
[1] Cuddy, page
11.

1919.
The Institute
of International Education
was established with a grant from the

Carnegie Endowment for International Peace. 
Edward R. Murrow became the IIE‘s Assistant Director and
John Dewey
served on its National Advisory Council.[2]

 

1933.
John Dewey,
“father
of progressive education” and honorary president of the
National Education
Association (NEA),
co-authored the Humanist Manifesto I. Its introduction warned against
identifying “religion” with existing doctrines which “are powerless to solve
the problems of human living in the Twentieth Century… Any religion
that can hope to be a synthesizing and dynamic force for day, must be shaped
for the needs of this age.”[3]

 

1934. 
Former Executive Secretary of the
National Education Association
(NEA)

Willard Givens
warned that “…all of us, including the ‘owners’, must be subjected to a
large degree of social control… An equitable distribution of income
will be sought…. [T]he 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.”[4]

 

1934. 
The Carnegie

Corporation funded the American Historical Association’s  Report of
the Commission on the Social Studies.  Like most of today’s social
studies curricula, the report called for a shift from free enterprise to
collectivism:

 

“…the age of individualism and laissez
faire in economy and government is closing and… a new age of
collectivism is emerging… It may involve the limiting or supplanting
of private property by public property or it may entail the preservation of
private property, extended and distributed among the masses…”[5]

 

1942.
The editor of the
NEA

Journal,
J. Elmer Morgan,
wrote an editorial titled “The United Peoples of the World.” In it, he
explained a world government’s need for an educational branch, a world
system of money and credit, a world police force, “a world bill of
rights and duties.”[6]

  

1946. In
his NEA editorial, “The teacher and World Government,” J. Elmer
Morgan, wrote,

“In the struggle to establish an adequate
world government, the teacher… can do much to prepare the hearts and
minds of children…. At the very top of all the agencies which will
assure the coming of world government must stand the school, the
teacher, and the organized profession.“[7]

1946
(February). Five decades ago, Canadian psychiatrist and World War II

General Brock Chisholm,
M.D. head of the

World Health Organization (WHO),
promoted the behavior modification processes now mandated through
Goals 2000. Compare his vision with today’s Mastery Learning (Chapter
3) and planned control of the family (Chapter
7):

“We have swallowed all manner of
poisonous certainties fed us by our parents, our Sunday and day
school teachers… The results are frustration, inferiority, neurosis
and inability to… make the world fit to live in.

“The re-interpretation and eventually
eradication of the concept of right and wrong which has been the basis
of child training… these are the belated objectives of practically all
effective psychotherapy…. 

“[Psychology and sociology…  the sciences of
living, should be… taught to all children in primary an secondary schools,
while the study of such thing as trigonometry, Latin, religions and others
of specialist concern should be left to universities. Only so… can we help
our children carry their responsibilities as world citizens….

“…it has long been generally accepted that
parents have perfect right to impose any points of view, any lies or fears,
superstitions, prejudices, hates, or faith on their defenseless children. It
is, however, only recently that it has become a matter of certain knowledge
that these things cause neuroses….

“Surely the training of children in homes and
schools should be of at least as great public concern as are their
vaccination… for their own protection and that of other people….
[Individuals with] guilts, fears, inferiorites, are certain to project
their hates on to others…. Any such reaction now becomes a
dangerous threat to the whole world. For the very survival of the human
race, world understanding, tolerance and forbearance have become absolutely
essential. We must be prepared to sacrifice much…. Whatever the cost, we
must learn to live in friendliness and peace… . putting aside the mistaken
old ways of our elders if that is possible. If it cannot be done gently,
it may have to be done roughly or even violently.”

[8]

 

1948.
The NEA, funded in part by the
Carnegie
Corporation,
produced a set of international guidelines called Education for
International Understanding in American Schools – Suggestions and
Recommendations.  It included this statement:

 

“The idea has become established that the
preservation of international peace and order may require that force be
used to compel a nation to conduct its affairs within the framework of an
established world system. The most modern expression of this
doctrine of collective security is in the United Nations Charter…
Many persons believe that enduring peace cannot be achieved so long as the
nation-state system continues as at present constituted. It is a system of
international anarchy.”[9]
 

 

1962. An
editorial in the Chicago Sun-Times gave an insightful glimpse into
the NEA‘s
plan and power:

“For
control — real control over the Nation’s children — is being shifted
rapidly to the
NEA.
That organization has about completed the job of cartelizing public
school education under its own cartel… It is extending that control
over colleges and universities.”[10]

1965. 
The U.S. Congress passed the federal
Elementary and Secondary
Education Act
(ESEA). Months later, it decided to fund Citizens for the 21st Century,
a book by UCLA Professor
John Goodlad,
who wrote,

 

“Although the conduct of education and
especially the clientele have changed…. the school is perceived very much
as it was then: a partitioned box where boys and girls come to sit still for
six hours a day and to be told about some fragmentary pieces of ‘knowledge’
thought to reflect the rudiments of their ‘culture.’ This image must
be shattered, violently if necessary — and forever. The future of
mankind may rest upon it.”[11]

 

1968. 
Professor
John Goodlad
reported that
Professor Benjamin Bloom
[called
Father of OBE]
“was invited by UNESCO in 1968 to submit a proposal for a six to nine week
training program which would partially fulfill recommendations made at
UNESCO’s Moscow meeting dealing with the formation of national centers for
curriculum development and research….” Bloom’s “program was ultimately
approved by the UNESCO General Council...”[12]

 

1970.
The
Association for Supervision and Curriculum Development (ASCD),
the curriculum arm of the
NEA,
published To Nurture Humaneness: Commitment for the ’70’s.  The
visionary statements of its authors are coming true in  our times: 

 

“The old order is passing…. The controls of
the past were sacred…. Social controls cannot be left to blind chance and
unplanned change — usually attributed to God. Man must be the builder of
new forms of social organizations…. Here education must play a stellar
role.[13]
(Dan W. Dodson, Professor of Educational Sociology at N. Y. University)

 

“The school will need to be supplemented by
neighborhood family centers which provide infant care and developmental
activity…. Education may well begin at birth in cooperative family
centers.[14]
(Francis Chase, Professor Emeritus of the University of Chicago)

 

“Many daily decisions and value judgments now
made by the individual will soon be made for him… How to plan for one’s
children’s education will be partially taken out of his hands.[15] 
(John Loughary, Professor of Education at the University of Oregon.

 

“Vital questions of values, beliefs, feelings,
emotions and human interrelationships in all forms must be integral parts of
the curriculum.“[16]
(Arthur Combs, Professor of Education at the University of Florida)

 

1973. 
Global
Education Associates (GEA)
is founded. A publicity brochure for its 1989 conference at Wichita State
University describes it as “an international network of men and women in
over 70 countries who collaborate in research and educational programs
aimed at advancing world peace and security, cooperative economic
development, human rights and ecological sustainability.”

 

That may sound
good, but the book, Toward a Human World Order, written by

GEA
founders Gerald and Patricia Mische a few years later, puts their noble
intentions into the new-paradigm context of a world government and global
socialism.  “It examines the strait-jacket of the present nation-state
system and… explores world order alternatives….”[17]

 

1974.
Alvin Toffler
(Newt Gingrich’s mentor),
Willard Wirtz
and other
futurists wrote a report issued

Institute for Chief State
School Officers
titled “Man, Education, and Society in the Year 2000.” Other CSSO
participants were George

Bush,
James

Baker,
and Edmund
de Rothschild.
Funded by HEW’s Office of Education, the report 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 home, the church and the school cannot be
effective maintainers [of society] since the future cannot be predicted…
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 the clarification of new
values needed to solve future problems.“[18]    

 

1976.
Phi Delta Kappan printed “America’s Next 25 Years: Some implications for
Education” by Harold Shane, Project Director for the NEA Bicentennial
Committee.  Notice that Shane used the same buzzwords that characterize
Outcome-based Education today:

Rather than adding my voice to those who
urge us to go “back to the basics,” I would argue that we need to move
ahead to new basics… Certainly, cross-cultural understanding
and empathy have become fundamental skills of human relations and
intercultural rapport… the arts of compromise and reconciliation, of
consensus building, and of planning for interdependence, a command of
these talents becomes “basics”… 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.[19]

1976. 
The Russian book, The Scientific
and Technological Revolution and the Revolution in Education, translated
and imported to the U.S.A., helped lay the foundation for the philosophy
behind Outcome-based Education.  Its cover jacket explains that the book
“examines the fundamental directions that the revolution in education will
take: introduction of teaching machines, instruction from a younger age,
linking instruction with productive labor, continuous education… Under
socialism, education has become not only the personal affair of every
individual, but also a concern of society as a whole.” In the book, Vladimir
Turchenko wrote that

 

One of the most important functions of education
today is… the preparation of a skilled labor force for the national
economy…. A second task… is to ensure the socialization of the younger
generation…. A child at the moment of birth is but a biological organism
that turns into a person… [through] socialization. Actualization [of
education] involves shifting the focus of instruction from memorization to
teaching how to think…. In many countries practical steps are being taken
to begin education from earliest childhood… The upbringing of the younger
generation will become the affair of all.[20]

 

1978. 
According to Project Global 2000:
Planning for a New Century, “Robert Muller and Margaret Mead
challenged the people of the world to prepare for the year 2000 by a
‘worldwide collaborative process of unparalleled thinking, education and
planning for a just and sustainable human world order.'”[21]

 

1981.
Together, the UNESCO, the World Bank, and the Office of
Economic Cooperation and Development (OECD) were researching  Critical
Thinking Skills. (You may want to review the true meaning of Critical
Thinking.)  The World Bank planned to “increase the Bank’s lending for
education and training to about $900 million a year.”[22]

 

1981.
professor Benjamin Bloom explained
that the International Association for Evaluation of Educational
Achievement (IAEEA ) “is an organization of 22 national research centers
which are engaged in the study of education. This group has been concerned
with the use of international tests…. The evaluation instruments
also represent an international consensus on the knowledge and
objectives most worth learning.“[23] 

 

1983.
The Institute for 21st Century Studies was founded by Dr. Gerald O.
Barney, ex-director of the U.S. government’s The Global 2000 Report
(President Carter, 1980) and funded by the Rockefellers, the World
Bank, UNESCO…  Its mission is “to provide support for the
growing international network of 21st Century Study teams,” and to “engage
participation of communities of education and others.. in exploring
alternative national futures... examining education and other key
areas… adopting a global perspective.”[24] 

 

1984.
The Robert Muller School in Texas, which uses Muller’s World Core
Curriculum, was accredited by the Southern Association of Colleges,
despite Muller’s acknowledgment that his philosophy is based on
“the teachings set forth in the books of Alice Bailey by [her spirit guide]
the Tibetan teacher, Djwhal Khul.” The review team “was so impressed
with the Robert Muller School that they thought the educational process and
the general curriculum would be most valuable as a model for teacher
education…  [T]he committee has recommended that information of the
school’s educational processes be shared with educators everywhere as
much as possible.“[25]

 

1985.
The New Age/globalist book, New Genesis: Shaping a Global Spirituality
 by Robert Muller who directed the U.N.’s powerful Economic
and Social Council, was published. Within a year, it would influence leading
educators around the world. (Chapter 2)

 

1985.
The U.S. Department of State gave the
Carnegie
Corporation
“authority to negotiate with the Soviet Academy of Sciences, which is known
to be an intelligence-gathering arm of the KGB, regarding ‘curriculum
development and the restructuring of American education.'”[26]
(See the full report by Charlotte Iserbyt)

  

1985
(November). At a 12-nation international-curriculum symposium held in the
Netherlands, Dr. Gordon Cawelti, President of the Association for
Supervision and Curriculum Development (ASCD), the curriculum arm
of the powerful NEA, urged representatives of 10 other Western
nations and Japan to develop a “world core curriculum” built on knowledge
that will ensure “peaceful and cooperative existence among the human species
on this planet.” It would be based on “proposals put forth by Robert Muller,
assistant secretary-general of the United Nations, in his recent book
New Genesis: Shaping a Global Spirituality.”

[27]

 

1987
(March 21-24). Robert Muller was one of the “distinguished lecturers”
at ASCD’s 42nd Annual Conference and Exhibit Show,
“COLLABORATION.”  Muller’s topic: “Government and Global Influences on
Educational Policy.”[28]

 

**1987. 
In a Washington Post article titled “Experts Say Too Much is Read Into
Illiteracy Crisis,” Willis Harman and Thomas Sticht (Senior Scientist,
Applied Behavioral and Cognitive Sciences, Inc., San Diego and a member of 
SCANS: Secretary’s Commission on Achieving Necessary Skills) explain
that

 

Many companies have moved operations to places
with cheap, relatively poorly educated labor. What may be crucial, they say,
is the dependability of a labor force and how well it can be managed and
trained — not its general educational level, although a small cadre of
highly educated creative people are essential to innovation and growth.
Ending discrimination and changing values are probably more important than
reading in moving low income families into the middle class.[29]

 

1987. 
Among the notable members of the Study Commission on Global Education were
(then) Governor Bill Clinton, AFT president Albert Shanker,
Professor John Goodlad, CFAT (Carnegie

Foundation for the Advancement of Teaching) president Ernest Boyer,
and Frank Newman, president of the Education Commission of the
States. (In 1995, Newman’s commission plays a central role in the
implementation of outcome-based education.) Together, they prepared a report
titled The United States Prepares for Its Future: Global Perspectives in
Education.   In the Foreword to the Report, New Age networker Harlan
Cleveland, author of The Third Try at World Order, wrote:

 

A dozen years ago… teaching and learning “in
global perspective” was still exotic doctrine, threatening the orthodoxies
of those who still thought of American citizenship as an amalgam of American
history, American geography, American lifestyles and American ideas…. It
now seems almost conventional to speak of American citizenship in the same
breath with international interdependence and the planetary environment.[30]

 

1988
(February 1-5). At a Soviet-American Citizens’ Summit, the education
task force recommended that the NEA “guide a global computer
program.” New Ager Barbara Marx Hubbard was one of the summit
organizers.[31]

 

1988
(April 21). Ted Turner and Robert Muller shared a platform at
Peace Through Education Conference in Arlington, Texas, sponsored by United
Nations University for Peace and the Robert Muller School.[32]

 

1989
(March 10-14). Robert Muller spoke at the ASCD‘s 44th Annual
Conference in Florida. Title:  “Educating the Global Citizen:
Illuminating the Issues.”[33]

 

1989
(July). Eugene, Oregon, School District 4J published its “Integrated
Curriculum K-5.” Page eleven in this public school curriculum acknowledged
that “The three curriculum strands are adapted from the World Core
Curriculum by Robert Muller…”

 

1989
(August 7). UNESCO‘s Peace Education Prize is awarded to Robert
Muller.

 

1989
(November) – President Bush called the nation’s governors together.
Education secretary Lamar Alexander, together with governors Bill
Clinton and Richard Riley and others, plan the six goals of
America 2000. Speaking at this Governor’s Conference, Shirley McCune, Senior
Director with MCREL (Mid Continent Regional Educational Laboratory,
which develops curriculum), says,

 

What’s happening in America today… is a
total transformation of our society.  We have moved into a new
era…  I’m not sure we have really begun to comprehend… the
incredible amount of organizational restructuring and human resource
development restructuring….

What the revolution has been in curriculum is
that we no longer are teaching facts to children….”[34]

1989. 
Howard Gardner, author of the influential, much quoted book,
Frames of Mind: The Theory of Multiple Intelligences, wrote
To Open Minds: Chinese Clues to the Dilemma of Contemporary Education. 
In the latter book, he gives a glimpse of the restrictions on human freedom
that would accompany the managed economy envisioned by global change agents:

 

Ultimately, the educational plans that are
pursued need to be orchestrated across various interest groups of the
society so that they can, taken together, help the society to achieve its
larger goals. Individual profiles must be considered in the light of
goals pursued by the wider society; and sometimes, in fact, individuals
with gifts in certain directions must nonetheless be guided along other,
less favored paths, simply because the needs of the culture are particularly
urgent in that realm at that time.[35]

 

1990
(February 23-24). Robert Muller was keynote speaker at a University
of North Carolina conference titled Ensuring the Future: Educating for a
World of Changes, sponsored by Educators for Social Responsibility
and The Center for Peace Education.[36]

 

1990. In
The Keys of This Blood:The Struggle for World Dominion, Malachi
Martin described the transnationalists’ goal that “ideally the same
textbooks should be used all over the world in both the hard sciences
and the soft curricula. And sure enough, a concrete initiative in this
direction has been under way for some years now, undertaken by
Informatik, a Moscow-based educational organization, and the
Carnegie
Endowment
Fund….”  Martin then explains the new values they will promote:

 

‘Good’ will no longer be burdened with a moral
or religious coloring. ‘Good’ will simply be synonymous with ‘global.‘
Else, what’s an education for? … The emphasis is on homogeneity of minds,
on the creation and nourishing of a truly global mentality…. We must all
become little Transnationalists.[37]

 

1990 (March
5-9). The “flagship effort of the new spirit of sharing in education,”
became reality at the WCEFA (The World Conference on Education for
All) in Jomtien, Thailand. Organized by UNESCO, UNICEF, World Bank
and other international agents, it established six goals that matched the
six goals of America 2000.  Echoing promotional literature for America
2000/Goals 2000, the follow-up promotion indicates that the strategies for
meeting these goals must be prepared in one package “by year 2000″,
for they “cannot be implemented successfully on a piecemeal basis.”[38]

 

1990. Project Global 2000
was founded by Global Education Associates (see 1973) in response to
the 1978 challenge by Robert Muller and Margaret Mead to prepare for year
2000 by “a worldwide collaborative process of unparalleled thinking,
education and planning for a just and sustainable human world order….”  It
is made up of “sixteen leading international non-governmental organizations
and four United Nations Agencies” which work together to establish
“Transcultural Dialogue, a Holistic Perspective; A Spiritual Renaissance;
Environmental Security; Economic Security and Disarmament.”[39]   

            

Linking the U.S. Goals 2000 to the international
Global 2000, Dr. Dennis Cuddy explains that

 

its Education Council works with educators to
integrate World Order Perspectives into [American] curriculum and teacher
education. UNESCO and UNICEF, which are Partners with Global
2000, are putting into action the initiatives developed at the World
Conference on Education for All [WCEFA], the largest educational conference
ever held… It is very evident that Goals 2000 is only one phase leading
to Project Global 2000.[40]

 

 1990.  A cross-section of the
educational community gathered in Chicago to explore  holistic education,
resulting in the formation of GATE (Global Alliance for Transforming
Education), with Dr. Phil Gang as Executive Director and Dorothy Maver
on the Steering Committee. In 1991, GATE printed Education 2000: A
Holistic Perspective, which emphasizes multiple intelligences, experiential
learning and other facets of Outcome-based Education. The document calls for
“Educating for Participatory Democracy… for Global Citizenship… for
Earth Literacy and Spirituality….”[41]
GATE networks with  educators across the country, various United Nations
organizations, government leaders, citizen groups for social change, the
media and others.

 

1990
(October). Dorothy Maver, a Steering Committee member of GATE, presented a
workshop in Sydney, Australia titled, “Creative Esoteric Education.” She
speaks of “bridging esoteric principles into mainstream education. There’s a
paradigm shift happening in education.. linking heart and mind… It is
the process and not the content that is most important.”[42] 

           

Maver is a founder of the Seven Ray Institute,
an adjunct faculty member of Kean College in New Jersey. She is Co-Director
for the Institute for Visionary Leadership, and is serving on the design
team of the U.N.’s Global Education Program for Peace and Universal
Responsibility sponsored by Robert Muller’s University for Peace.

 

1991. In
his introduction to America 2000, Lamar Alexander wrote, “On
April 18, 1991, President Bush announced America 2000: An Education
Strategy. It is a bold, comprehensive, and long-range plan to move
every community in America toward the National Education Goals
adopted by the President and the Governors last year.” President Bush, who
often mentions “new world order,” called for “new schools for a new
world” in his announcement.[43]

 

1991
(May). “We’ve got to revolutionize education. The old answers are not good
enough anymore,”[44]
President Bush told students at the Saturn School of Tomorrow in St.
Paul, Minnesota, a national model for educational innovation which proved to
be a disaster academically.

           

1991
(July 8)  At the request of President Bush, American business leaders form
the New American Schools Development Corporation (NASDC), a
private, non-profit, non-partisan organization.  Its Board of Directors
includes seven Council of Foreign Relations members and five members of the
Committee for Economic Development.[45] 

            

“The private sector is charging ahead,
helping clear the way for reform,”[46]
said Education Secretary Lamar Alexander three years later. One of
the ways privatization can “clear the way” is by avoiding the accountability
due elected officials. As Dr.Hamburg, chief negotiator for the Soviet
exchange admitted, “privately endowed foundations can operate in areas
government may prefer to avoid.”[47]

 

1991
(August). Referring to Oregon’s controversial School-to-Work legislation,
Lamar Alexander said on a visit to the model state, “Oregon has taken a
pioneering step, and America will be watching and learning.”[48]

            

What would America be learning?  The Oregon
Education Act for the 21st Century (HB 3565) decreed that all 10th grade
students must pass an outcome-based test to earn their Certificate of
Initial Mastery (CIM).[49]
Those who fail will move on to special Learning Centers.[50] 
Since people can neither attend college[51]
nor be employed[52]
without the CIM, the bill implies that home schoolers and students in
Christian schools whose responses fail to reflect new global values would
also have to be remediated and tested until they conform to state and
national standards.  This Oregon law parallels a federal School-to Work
bill.[53]

 

1991
(October 30-November 1) The U.S. Coalition for Education for All
(USCEFA) held a conference on “Learning for All: Bridging Domestic
and International Education,” with First Lady Barbara Bush as the “honorary
chair.” The coalition is part of 156-nation network working to “reform”
education worldwide. One of the conference programs is “Education for a New
World Order” with keynote speaker Elena Lenskaya, deputy to the Minister of
Education of Russia.[54]

 

1991
(December 4). UNICEF, UNESCO, UNDP and The World Bank convene
the International Consultative Forum on Education for All in Paris.

 

1992.
Teachers as Change Agents by Allan Glatthorn was printed. The NEA
Professional Library advertised it as: “This ‘teacher-friendly’ handbook
uses research to show how you can take the lead in restructuring classroom
instruction, school culture and climate, home-school relationships, and
collegial relationships.”[55]

 

1993
(January). The 240 international affiliates of the NEA and the
AFT (American Federation of Teachers) joined in Stockholm to form
Education International (EI).

 

1993
(February 11-14). The third annual conference of the National Association
for Multicultural Education (NAME) brought together multicultural
educators from all 50 states. Keynote speaker Lily Wong Fillmore, a
professor of language at the University of California at Berkeley, asserted
that the radical curriculum reform they propose will provoke “definite
clashes with the practices, beliefs and attitudes that are taught in many
homes… No matter what students’ parents and families think about
others or the environment… we are going to have to inculcate in our
children the rules that form a credo that will work for a multicultural 21st
century….”[56]

 

1993
(July 2-5). At the annual NEA
convention in San Francisco, delegates approved resolutions supporting
multicultural/global education, abortion-rights, school-based clinics, legal
protection for teachers against censorship, and “early childhood
education programs in the public schools for children from birth through age
eight.”  President Clinton addressed the delegates and assured them
that his goals paralleled theirs: “…we have had the partnership I
promised  in the campaign of 1992, and we will continue to have it… You
and I are joined in a common cause, and I believe we will succeed.”[57]   

           

1994.
The Carnegie

Foundation for the Advancement of Teaching (CFAT) along with the
National Association of Secondary School Principals (NASSP) announced
that they will appoint a 13-member group to study school reforms to develop
a “holistic” plan for U.S. high schools.[58]

 

1994.
The State of South Dakota passed House Bill
no. 1262, “an act to require
that home school teachers be certified by the year 2000.” Neither
Christian school teachers nor parents will be able to teach without going
through the psychological training required to teach children the new
beliefs and attitudes. Home schooled children will take “the same tests
designated to be used in the public school district…”[59]

 

1994.
Education Secretary Richard Riley announced his “New Initiative to Connect
Families and Schools.” He used part of his “State of American Education”
address to pave the way for a “new
Family Involvement
campaign… [which] will draw on the lessons learned from
examining parental practices around the world.…”[60]

 

1994
(April 10-13). The Global Village Schools National Conference opened
in Atlanta to explore educational models for the 21st Century. Its publicity
flier stated, “In the global village… networks will link students
around the world to each other and to a vast body of information and human
knowledge.” The conference included a televised cross-Atlantic
discussion 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 focused on the “School-to-Work
transition,” which is vital not only to global economics but also
in enforcing social transformation.[61]

 

1994
(June 2-6). The 2nd Annual Model Schools Conference in Atlanta, sponsored by
the International Center for Leadership in Education (ICLE), featured
a Chinese boarding school. Su Lin, the founder of the China International
Intellectual Resources Development Center for Children, explained why she
recommends her boarding school:

• Most
  parents are too busy working to pay enough attention to the education of
  their own children.

• Children
  from broken homes find comfort. Some prefer not to go home on weekends.
  

• Uneducated
  parents know nothing about how to bring up children.

• Children
  without siblings need to learn a sense of equality, solidarity and
  independence.

“We have established a school for the parents,”
said Su Lin, “where people can learn how to educate their own children.”[62]
(Sounds like a change agent’s dream, doesn’t it?  No wonder American
educators were impressed.)

 

1994
(December 11-14). Educators from around the world gathered in Baltimore for
a four-day USCEFA (United States Coalition for Education for All)
conference titled Revolution in World Education: “Toward Systemic Change.” 
The theme highlighted the move toward global as well as community
partnerships: “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.”

           

The brochure announcing the conference stated:
“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....”[63]

 

---

This century-old plan

[2]
for “socializing” the masses gathered momentum when Julian Huxley, brother
of Aldous, was chosen to head Unesco. Two years later, he wrote a book
titled, “UNESCO: Its purpose and Its Philosophy.” This 1947 blueprint for
change called for a universal implementation of Georg Hegel’s dialectic
process:

“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. This is opportune,
since this is the first time in history that the scaffolding and the
mechanisms for world unification have become available…. And it is
necessary, for at the moment, two opposing philosophies of life confront
each other from the West and from the East….

“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….

“In pursuing this aim, we
must eschew dogma – whether it be theological dogma or Marxist dogma….
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 of a particular epoch. A
dogma may of course crystallize tried and valid experience; 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 un-crystallize our dogmas.”

[3]Julian
Huxley, UNESCO: Its purpose and Its
Philosophy (Washington DC: Public Affairs Press, 1947), page 61.

---

2004.
Cooperation Agreement between The United Nations Educational, Scientific and
Cultural Organization (UNESCO) [fits all the characteristics of Common Core)
and Microsoft Corporation represented by its Chairman and Chief Software
Architect, Bill Gates. (http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/strategy_microsoft_agreement.pdf)

Whereas: The United Nations… UNESCO)
promotes international co-operation among its Member States in the fields of
education, sciences, culture and communication. As a specialized UN agency,
it has a mission to mobilize resources, review approaches and build up
multilateral action in order to contribute to peace and security by
promoting collaboration among nations through education, science, culture
and communication;

Whereas: Microsoft Corporation is a company whose mission is to enable
people and businesses throughout the world to realize their full potential
through he use of innovative information technology. As an international
corporate citizen of conscience, it is committed to initiatives
throughout the world that seek to create social change and to expand
opportunities through greater access to technology;

Whereas: UNESCO is participating in the building of an international
strategic partnership to bridge the digital divide and establish
open and inclusive knowledge societies. It seeks to use Information and
Communication Technologies (ICTs) and information to accelerate social and
economic development, acting through the collaboration of a range of
stakeholders;

Whereas: In this context, UNESCO recognizes the significant contribution
that can be made by the private sector to these strategic objectives and is
therefore actively promoting and guiding relationships with a variety of
private sector stakeholders, including various companies in the ICT
industries. UNESCO’s intention is to mobilize partners from civil society
and, in particular, for the private sector to achieve its strategic goals
and programme priorities;

Whereas : Microsoft supports the objectives of UNESCO as stipulated in
UNESCO Constitution and intends to contribute to UNESCO’s programme
priorities;

Whereas: The Parties entered into, on 25 January 2004, a Letter of Intent
stating their intention to collaborate on a variety of activities in support
of the common objectives of UNESCO’s and Microsoft’s government, education
and community programmers. Their Agreement seeks to build on that Letter of
Intent and provide a framework to achieve the objectives expressed by the
Parties;

Whereas: UNESCO and Microsoft entered into a regional agreement on 18 May
2004 for Latin America and the Caribbean to provide a framework under which
UNESCO may access the Microsoft Partners in Learning Programmed in that
region (known as the “OREALC Agreement”);

Whereas: UNESCO and Microsoft with to explore possibilities for
collaboration in several areas, including education and learning, community
access and development and facilitating software appreciation sharing,
cultural and linguistic diversity, digital inclusion and capacity building,
as well as the exchange of best policies in the area of mainstreaming ICT
into socio-economic development programs;

---

Article 3 – Areas of Cooperation

UNESCO and Microsoft have identified the following areas where their
cooperation and partnership can provide significant benefits to society and
communities everywhere, but especially in developing countries:

       Education and learning
       Community access and development
       Cultural and linguistic diversity and preservation
       Digital inclusion and capacity building…

Article 4 0– Initial projects and initiatives. ….
In the field of education and learning: –
(1) UNESCO believes that ICT has a major contribution to make in supporting
teachers and teaching, particularly if the technology can be integrated into
instructional design, planning, pedagogy and the other critical components
of effective learning and teaching…. Together, UNESCO and Microsoft aspire
for there to be a quantum leap in the quality of courses and in accelerating
their uptake by educationalist and teacher training institutions through the
availability of standard, guidelines or benchmarks ….

Microsoft will be one of the founding  members of UNESCO’s multi-stake
holder initiative to improve the quality and availability of teacher
training on using ICT. Microsoft will collaborate with Unesco on the
Syllabus by drawing on Microsoft’s experience in designing ICT product and
services for use by educationalist….

(UNESCO Knowledge Communities – building web communities of practis….

UNESCO ‘s work on building
knowledge societies recognizes the great importance of “community” and the
power of “communicating.” ICTs make it possible to connect collaborative
people and spaces — to build “web-based communities of practice ” that will
foster the exchange of know-how and sharing of experiences….

In particular, UNESCO will bring together international and national experts
and stakeholders to develop content, best practices, share tools, mobilize
interested parties, and to suggest solutions and strategies to address
critical issues.

Itially UNESCO will build and moderate a suite of knowledge communities that
will develop capacities around the themes of ‘Technology Solutions in
Education’, ‘Multilingualism in Cyberspace’ and ‘Information for All.’…

---

 

“So where are we?” asks Charlotte Iserbyt. “All
is in place except for ‘universal’ education. That means that home
schoolers, independent, private, religious schools must somehow be coerced
into the international system. How to accomplish that? Heat up the debate
over OBE, publish outrageous outcomes, get the controlled media to beat the
drums abut how bad public education is, send home obscene surveys for
elementary school children to fill out, turn parents against teachers,
teachers against administrators, administrators against State
Superintendents, State Superintendents against Congress; and saddest of all,
parents against parents.

           

In other words, create the problem, impose the
solution….

            

The soil has been tilled; the seeds have been
planted. We now await the blossoming of what John Dewey and his followers
have mightily striven for since the early nineteen hundreds: universal
socialist/internationalist education for the world government’s planned
economy.”  

 

           

Without the peace and hope
which God offers every person who will trusts Him, we might be tempted to
give up. Please don’t. We are on the winning team, for our God reigns! He
has already won the war. To put this disturbing information into a biblical
perspective, remember Psalm 2:         

     “Why do
the heathen rage, and the people imagine a vain thing? The kings of the
earth set themselves, and the rulers take counsel together, against the
LORD, and against his anointed, saying, Let us break their bands
asunder, and cast away their cords from us.

   
  “He that sits in the heavens shall laugh: the
Lord shall have them in derision.  Then shall he speak to them in his
wrath…        “I have set my king upon my holy hill…. Blessed are
all they that put their trust in him.” (Psalm 2:1-6, 12)

---

Endnotes:

[1] – (published in July’s The Hibbert Journal)You
can order the entire chronicle from the Pro Family Forum, Inc., P.O.
Box 1059, Highland City, FL, 33846.

[2] Cuddy, 18.

[3] 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.

[4] 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 Cuddy, 4-5.

[5] “Report of
the Commission on the Social Studies,” The American Historical
Association (1934); 16-17. Cited by Charlotte Iserbyt.

[6] Joy Elmer Morgan, “The United Peoples of the
World,” The NEA Journal (December 1942); 261.

[7] J. Elmer Morgan, “The Teacher and World
Government, The NEA Journal (January 1946); 1.

[8] G. B.
Chisholm, “The Re-establishment of Peacetime Society,” Psychiatry
(February 1946); 7, 9-10, 16, 18.

[9] Dennis
Cuddy, Ph.D., The Grab for Power: A Chronology of the NEA
(Marlborough NH: Plymouth Rock Foundation, 1993); 8.

[10] Chicago Sun-Times, October 1962. Cited by
Cuddy, 9-10.

[11] John I. Goodlad, Citizens for the 21st
Century (Sacramento: State Committeee on Public Education,
1969), 461-462.

[12] John I.
Goodlad & Associates, Curriculum Inquiry–the Study of Curriculum
Practice (NY: McGraw Hill, 1979), 261. Cited by Iserbyt, 25.

[13] To Nurture
Humaneness: Commitment for the ’70’s (Washington DC: Association for
Supervision and Curriculum Development, NEA, 1970), 50-51.

[14] Ibid., 106, 107.

[15] Ibid., 79.

[16] Ibid.,
181.

[17]
Promotional pamphlet titled “An Invitation to Collaboration with
Global Education Associates
in Building a More Human World Order,” 552 Park Ave., East Orange,
NJ 07017. Undated.

[18] “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. Cuddy, 55-56.

[19] Harold Shane, “America’s Next 25 Years: Some
Implications for Education,” Phi Delta Kappan (September
1976). Cuddy 59.

[20] Vladimir
Turchenko, The Scientific and Technological Revolution and the
Revolution in Education. (1976). Cuddy, 60.

[21] Project
Global 2000: Planning for a New Century (New York: Global Education
Associates, 1991), 2.

[22] Human
Intelligence International Newsletter, P.O. Box 1163,
Birmingham, MI 48012 (March/April 1981); 1. Cited by Charlotte
Iserbyt, Back to Basics Reform… OR , 16.

[23] Benjamin
Bloom, All Our Children Learning (NY: McGraw Hill Paperbacks,
1981), 33, 35. Cited by Iserbyt, 25.

[24] Board
members include Lester Brown, President of Worldwatch Institute and
representatives from the World Bank and The Council for a Parliament
of the World’s Religions.

[25]
Chairperson of the accreditation team for the Southern Association
of Colleges and Schools, Dr. Eileen Lynch, Professor of Political
Science, Brookhaven College, October 1984. Quoted from copy of the
accreditation report which is included in the appendix of the
Robert Muller World Core Curriculum Manual. 

[26] Charlotte
T. Iserbyt, “Soviets in the Classroom: America’s Latest Educational
Fad.”  (America’s Future Inc., 514 Main St., New Rochelle, NY
10801).

[27] Susan
Hooper, “Educator Proposes a Global Core Curriculum,” Education
Week  (November 27, 1985); 8.

[28] From ASCD’s brochure announcing the
conference.

[29] Thomas Sticht and Willis Harman, “Experts Say
Too Much is Read Int Illeteracy Cristis,” The Washington Post,
August 17, 1987. 

[30] 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.
Cuddy, 80.

[31] Cuddy, 80.

[32] From
brochure publicizing the conference.

[33] Muller’s
speech transcribed by Virginia Meves, Editor, Wisconsin Report,
Box 45, Brookfield, WI 53005.

[34]
Transcribed from video tape of conference.

[35] Cuddy, 85.

[36] From
brochure publicizing the conference.

[37] Malachi
Martin, The Keys of This Blood (New York: Simon and Schuster,
1990). Cuddy, 85.

[38]
Learning for All: Bridging Domestic and International Education,
Conference Report (United States Coalition for Education for All,
1991), 1.

[39] “The
Goodwill Vision,” World Goodwill Newsletter (No. 3, 1993); 2.

[40] From
telephone interview with Dr. Dennis Cuddy, April 5, 1994.

[41]
Education 2000: A Holistic Perspective (Brandon, VT: Global
Alliance for Transforming Education, 1991). Cuddy, 87.

[42] From the
tape of Dorothy Maver’s 1990 message, which has been widely
distributed.

[43] America
2000: An Educational Strategy, (U.S. Department of Education),
51.

[44] Richard
Chin, “Bush Pushes Education Plan,” St. Paul Pioneer Press,
May 23, 1991.

[45] Cuddy, 92.

[46] Lamar
Alexander, “Breaking the Mold,” Business Week (October 17,
1994); 122.

[47] Charlotte
Iserbyt, “The Soviet-American Exchange,” America’s Future, Box 1625,
Milford PA 18337.

[48] Stuart
Wasserman, “Nation Will Be Watching Oregon’s ‘Pioneering Step’,”
The Los Angeles Times, October 17, 1991.

[49] Oregon
bill, HB 3565 , Sec. 20:1-3.

[50 ]Ibid.,
Sec. 20:5.

[51] Ibid.,
Sec. 20:4.

[52] Section 25:1 in the original bill states, “By July
1, 1996, it shall be unlawful for an employer to employ any person
under 18 years of age who has not obtained a Certificate of Initial
Mastery.” Other portions of the bill cover adult certification. The
final bill deleted the most objectionable statements, but
left the framework which would achieve the same result.
Oregon’s law matches the goals of the National Center on Education
and the Economy (Hillary Clinton on Board of Trustees) which
recommends (1) that “all students achieve a Certificate of
Initial Mastery, (2) Youth Centers for continued pursuit of the
Certificate, and (3) “occupational certification programs” only for
those who have their Certificates of Initial Mastery, (4) “The
assessment standard would be the same for both adults and students.”
The latter explains the need for Lifetime Learning.  America’s
Choice: High Skills or Low Wages! NCEE (June 1990), 71-72.

[53] S.1361 / H.R.
2884

[54] Ibid., 94.

[55] Cuddy, 98.

[56] Lily Wong
Fillmore, Keynote speaker at the third annual conference of the
National Association for Multicultural Education, Los Angeles,
February 11-14, 1993. Cuddy, 102.

[57] Cuddy, 107.

[58] Cuddy, 110.

[59] From a copy of
the bill sent to me.

[60] Community
Update, a U.S. Department of Education newsletter, March 1994.

[61] From a publicity
flier announcing the conference.

[62] Cynthia
Weatherly, “The 2nd Annual Model Schools Conference,” The
Christian Conscience (January 1995); 37. 

[63] From the flier
announcing the December 11-14 USCEFA conference in Baltimore.

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Chronology of the NEA