The Global [ist] Roots of "Common Core" Education

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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 won’t accept communism outright, but we’ll keep feeding you small doses of socialism until you’ll finally wake up and find you already have communism. We won’t have to fight you. We’ll so weaken your economy until you’ll fall like overripe fruit into our hands.”

 

BeritKjos

“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.

 

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 agenda—at 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]

 

“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]

 

1905. The Carnegie Foundation for the Advancement of Teaching (CFAT) was founded by Andrew Carnegie in 1905 and chartered in 1906 by an act of the United States Congress. Together with other Carnegie Foundations, it has been a major promoter and funder of socialistic, global education projects.[5] 1908. John Dewey, the socialist “father of modern [progressive] education”, laid the foundations for a revolutionary transformation of American schools. 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 [Christian] beliefs… we see…disappearing.”[6] 1919.  The Institute of International Education (IIIE) was established with a grant from the Carnegie Endowment for International Peace…. John Dewey (socialist) served on its National Advisory Council.”[7]   1933. John Dewey, “father of progressive education” and honorary president of the National Education Association (NEA), co-authored the first Humanist Manifesto which called for a “synthesizing of all religions.” …”Any religion that can hope to be a synthesizing and dynamic force for today, must be shaped for the needs of this age.”[8]   1934. In a report presented at the annual NEA meeting, Willard Givens (later NEA executive secretary) wrote: “…all of us, including the ‘owners’ [who might they be?] must be subjected to a large degree of social control…. [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.”[9] 1942. The editor of the NEA Journal, J. Elmer Morgan, wrote an editorial titled “The United Peoples of the World.” In it, he explained that a world government would need an educational branch, a world system of money and credit, a world police force, “a world bill of rights and duties.”[10] 1946. “The establishment [UNESCO] marks the culmination of a movement for the creation of an international agency of education…. Nations that become members of UNESCO accordingly assume an obligation to revise the textbooks used in their schools…. Each member nation… has a duty to see to it that nothing in its curriculum… is contrary to UNESCO’s aims.” This NEA article was printed in “National Education in an International World” apparently by the far left Teacher’s College in New York.[11] 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.”[12] 1947. Julian Huxley, first Director-General of UNESCO, wrote in UNESCO: Its Purpose and Its Philosophy: “The general philosophy of UNESCO should be a scientific world humanism, global in extent and evolutionary in background… In its education program it can… familiarize all peoples with the implications of the transfer of full sovereignty from separate nations to a world organization…. Tasks for the media division of UNESCO [will be] to promote the growth of a common outlook shared by all nations and cultures… to help the emergence of a single world culture.”[13] 1948. The NEA produced a set of international guidelines called Education for International Understanding in American Schools. 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…. 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.”[14]  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…” [15] 1973. The socialist authors of the Humanist Manifesto II wrote: “We deplore the division of human-kind on nationalistic grounds. We have reached a turning point in human history where the best option is to transcend the limits of national sovereignty and to move toward the building of a world community…”[16]  1976. An NEA program titled A Declaration of Interdependence: Education for a Global Community, was made available to schools across the country…. The report said, “Educators around the world are in a unique position to help bring about a harmoniously interdependent global community.”[17]  Note: That “world community” was officially born in 1945, when Alger Hiss served as Secretary General at the founding of the United Nations. 1985. “The curriculum arm of the NEA, the Association for Supervision and Curriculum Development (ASCD), co-sponsored an international curriculum symposium in the Netherlands. According to Education Week, the ASCD executive director, Dr. Gordon Cawelti, urged representatives of other Western nations and Japan to press for the development of a ‘world-core curriculum’ based on knowledge that will ensure ‘peaceful and cooperative existence among the human species on this planet.‘”     “This World Core Curriculum would be based on the teachings of theosophist Alice Bailey who received her channeled instructions from her spirit guide, Djhwal Khul. The framework would be written by theosophical (occult) UN leader Robert Muller — the Under-Secretary of the UN Economic and Social Council.”[18]   1991. ”On October 30, the U.S. Coalition for Education for All (USCEFA) convened a conference titled Learning for All: Bridging Domestic and International Education  with First Lady Barbara Bush as the ‘honorary chair.’ It would provide a vital link between the UNESCO plan and U.S. implementation.  Partners in this venture included UNESCO, UNICEF, the World Bank, the NEA, and a long string of organizations involved in education at every level…      The coalition was part of a 156-nation network working to reform education worldwide by bridging the gap between individual nations and UNESCO’s Education for All. Keynote speaker Elena Lenskaya, deputy to the Minister of Education of Russia, spoke on the topic, “Education for a New World Order.“[19] 1992. The text of “The United Nations World Pledge” was recited by students at a Brownsville (Texas ) school: “I pledge allegiance to the world, to cherish every living thing, to care for the earth and sea and air, with peace and freedom everywhere.”[20]   1993. “The 240 international affiliates of the NEA and the American Federation of Teachers joined to form Education International (EI).”[21]

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.

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 won’t accept communism outright, but we’ll keep feeding you small doses of socialism until you’ll finally wake up and find you already have communism. We won’t have to fight you. We’ll so weaken your economy until you’ll 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)

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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:

1. Fewer, clearer, and higher, to best drive effective policy and practice;
2. Aligned with college and work expectations…
3. Inclusive of rigorous content and applications of knowledge through higher-order skills…
4. Internationally benchmarked, so that all students are prepared for succeeding in our global economy…
5. 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 ponder 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]

“I must admit that I would have been too embarrassed to teach Julia Alvarez’s 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 Core’s “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 Year’s 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 I’m too embarrassed to quote those.”[30]

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“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]

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]

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“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]

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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)

 

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