International Baccalaureate schools are un-American

Discussion in 'Education' started by Wildcard, Sep 18, 2012.

  1. Wildcard
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    Why International Baccalaureate (IB) is un-American
    by Allen Quist

    1. International Baccalaureate (IB) is an international system of education. It is run by a non-governmental organization called the International Baccalaureate Organization (IBO) headquartered in Geneva, Switzerland. It was organized in 1968 by European diplomats who wanted their children to have a common undergraduate program. In 1996, however, IBO formed a partnership with UNESCO in order to create what both UNESCO and IBO call an international education system.

    One of the IB World Schools web sites defines IB as follows:

    What makes the program international?
    IB programs exist in schools in 90 countries worldwide. Every spring, IB students around the world take identical exams on the same day in various subjects. These exams are sent to other parts of the world [after being sent to Geneva] for grading. [Grading] is based on an international standard.
    In addition, IBO insists that it will train and certify teachers for IBat the expense of the local school district, of course.

    2. International Baccalaureate promotes world citizenship. The web site quoted just above says: The IB curriculum encourages students to think globally. Dr. Ian Hill, Deputy Director of IBO, has said that the goal of IBO is the promotion of world citizenship. Either United States citizenship or world citizenship must have priority in our education program. Which will it be? IB gives priority to world citizenship.

    3. International Baccalaureate views state education standards as being subservient to, and interpreted by, the worldview of IB. Minnesotas School District # 6078 describes the secondary role of state standards under IB when it states:
    The authors point out that everything contained in the standards does not constitute an enduring understanding[which] refer to the big ideas, the important understandings, that we want students to get inside of and retain after they've forgotten many of the details.

    This means that state standards under IBO must be taught from the perspective of the worldview of International Baccalaureate. The IBO ideology has primary importance; state standards have lesser importance. It is not the intent of the Minnesota Legislature for the Minnesota State Standards to have secondary standing.

    4. International Baccalaureate endorses the UN Universal Declaration of Human Rights [UDHR]. As is stated in the IBO article Myths and Facts.

    5. By endorsing the UDHR, IBO has agreed to promote the United Nations along with the actions and treaties of the United Nations [UDHR Article 26, paragraph 2, which states, Education shall further the activities of the United Nations ].IBO promotes the actions and treaties of the UN even though many of these actions and treaties have not been approve by, or ratified by, the United States. Such treaties not ratified by the United States include the Biodiversity Treaty, the Treaty on the Rights of the Child, Agenda 21, the Kyoto Treaty and the Treaty establishing the United Nations International Criminal Court.

    6. By endorsing the UDHR, IBO promotes the United Nations as being the highest court of appeals on issues of human rights. UDHR states: These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations [article 29, paragraph 3]. This means that IB promotes the view that the United Nations has higher standing than the United States Supreme Court on issues of human rights involving U.S. citizens.

    7. By endorsing the UDHR, IBO undermines the foundation principle of the United States that human rights, such as the rights to life, liberty and property, are inherent and inalienable, and must be protected by government, as is stated in our Declaration of Independence. The issue is which has greater standing and authorityour God-given, inalienable human rights or the policies of a particular government. The Declaration of Independencethe philosophical foundation of the United States, insists on the former. The UDHR insists on the latter, as stated, once again, as follows: These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations [article 29, paragraph 3]. The view of human rights held by the United States is the foundation of liberty. The view of the United Nations is the foundation of totalitarianism.

    8. IBO also endorses the Earth Charter, a document that has not been ratified by the United States because it contains numerous provisions contrary to the nature and interests of the United States. By its endorsement, IBO agreed to the following endorsing statement:
    We, the undersigned, endorse the Earth Charter. We embrace the spirit and aims of the document. We pledge to join the global partnership for a just, sustainable, and peaceful world and to work for the realization of the values and principles of the Earth Charter. We pledge to join the Global Partnership in Support of the Earth Charter Initiative for a sustainable way of life AND urge all governments to endorse the Earth Charter.
    The Earth Charter is housed in the Arc of Hope and is correctly identified by the World Pantheist Association as a Pantheistic document. Besides Pantheism, the Earth Charter advocates:

    1. The redistribution of wealth between nations and within nations [Art. 10.a.]
    2. Same-sex marriage [Art. 12.a.]
    3. Spiritual education [Art 14.d.] which means education in Pantheism.
    4.Military disarmament Art. 16.d.&e.
    5. Creation of an international agency to make the Earth Charter binding on all nations [in The Way Forward action-plan.]

    9. Many of the IBO instructional materials are now being written, or overseen, by the UN. The IBO website says:
    The Global Teaching and Learning Project of the UN in New York accepted an IBO tender to produce two teaching booklets about UN global issues. The project has been undertaken by the International Baccalaureate Curriculum and Assessment Centre in Cardiff using experienced curriculum writers from around the world, principally in IB World Schools, and having UN input and approval of the 20 units completed. They will be copyrighted by the UN, with acknowledgement to the IBO for its work, and disseminated to the governments of all member states for use in schools.

    Conclusion: The foundational principles of the United States are summarized in the Declaration of Independence and are properly called the twelve pillars of freedom. In addition to what IBO promotes, it rejects all 12 of these Declaration principles. Amendment X of our Bill of Rights clarifies that all the rights in our Bill of Rights are inherent and inalienable (as also stated in the Declaration of Independence). IBO rejects article X or our bill of Rights, however, and by so doing rejects the entirety of our Bill of Rights. International Baccalaureate is un-American.

    Allen Quist is Adjunct Professor of Political Science at Bethany Lutheran College, Mankato, Minnesota, and is a former three-term Minnesota state legislator. He is also author of three recent books on the federal education system.

    See also, " Pennsylvania Schools Reject Indoctrination," by Joseph Klein, FrontPageMagazine.com | March 1, 2006


    The UN's International Baccalaureate program also teaches U.S. school children that they are citizens of the world and that love of country is wrong and that it must be abolished.

    The original 1968 plan called for a school that would crankout future UN diplomats , but the idea quickly expnaded until it became a purveyor of a one-world government.

    These IB schools couldn't be more un-American. American students who attend IB schools don't recite the Pledge of Allegiance, instead they are taught that the Pledge of Allegiance is wrong. What it teaches is allegiance to the UN. Children are taught that allegiance to the world supersedes national patriotism.

    Dr. Chester Pierce is a Harvard Professor, Humanist and "New World Order" Guru. This professor instructs teachers and those students who aspire to become teachers of our children as follows: "Every child who enters school is mentally ill, because he or she comes to school with an allegiance to our institutions. Patriotism, nationalism and sovereignty, all proves that children are sick because a truly well individual is one who rejects all of those things, and is truly the international child of the future."

    Today there are an estimated 1,700 IB schools worldwide, more than a third in the U.S.
     
  2. IanC
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    IB courses are just an internation version of AP courses. a set curriculum and a common set of exams which guarantee a standard of achievement. perhaps it may be different for schools that only teach IB but I dont know of any. many large Canadian high schools offer at least some IB courses for those students who wish to take an academic track and perhaps bypass some first year university classes.

    the political crap in international organizations seldom filter down to day-to-day teaching, especially when there is little time to waste and a large course load to get through.
     
  3. hontino
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    IB offers three educational programmes for children aged 3–19.Most universities recognize a high score in AP exams as the equivalent of first year college course work.The AP courses are accepted at virtually all U.S. colleges and universities, while the IB program has more limited acceptance within the U. Students should be advised that college courses taken before or after attending UC may duplicate IB examinations.
     
  4. Indofred
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    Nice Op.
    A load of old rubbish but I'm sure the right wing will love it.

    Come on, links to prove it, please.
     
  5. Wildcard
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    What is being taught at the IB schools is brainwashing on a massive scale.

    Social Engineering for Global Change
    By Carl Teichrib - 2004

    Home
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    "Fifty years is ample time in which to change a world and its people almost beyond recognition. All that is required for the task are a sound knowledge of social engineering, a clear sight of the intended goal - and power." -- Arthur C. Clarke, Childhood's End.



    "A world society cannot be haphazard. Since there are no precedents, its cannot be traditional at this stage in its development. It can only be deliberative and experimental, planned and built up with particular objectives and with the aid of all available knowledge concerning the principles of social organization. Social engineering is a new science." -- Scott Nearing, United World.

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    Without question, one of the greatest tools for social engineering is in the realm of public education. This is not a blanket statement downplaying the role of education per se, but a judgment call recognizing the tremendous influence that the educational system can play in creating "social change."


    Consider this statement from Naresh Singh, a program director at the International Institute for Sustainable Development,


    "Education has been advanced as significant in bringing about changes in attitudes, behaviour, beliefs and values...In order to redirect behaviour and values towards institutional change for sustainable development there is a need to investigate strategic options in relation to educational philosophies, scope for propagation and adoption, and groups most likely to be susceptible to change."


    All of this points to a radical shift now taking place - a shift which emphasizes "global thinking" and "planetary norms." According to the IISD literature, "the task of education for the immediate future is to assist in activating an ethic of planetary sensitivity...We must pass from a human-centred to an earth-centred sense of reality and value."


    This "global-shift role" for general education is a foundational platform for UNESCO, the United Nations Educational, Scientific and Cultural Organisation. The first Director General of UNESCO, Julian Huxley, clearly laid out UNESCO's educational scope,


    "In general, Unesco must constantly be testing its policies against the touchstone of evolutionary progress. A central conflict of our times is that between nationalism and internationalism, between the concept of many national sovereignties and one world sovereignty...


    "The moral of Unesco is clear. The task laid upon it of promoting peace and security can never be wholly realised through the means assigned to it - education, science and culture. It must envisage some form of world political unity, whether through a single world government or otherwise...However, world political unity is, unfortunately, a remote ideal, and in any case does not fall within the field of Unesco's competence.


    This does not mean that Unesco cannot do a great deal towards promoting peace and security. Specifically, in its educational programme it can stress the ultimate need for world political unity and familiarise all peoples with the implications of the transfer of full sovereignty from separate nations to a world organization."

    Back in 1968, UNESCO, along with The Twentieth Century Fund (now called The Century Foundation) and the Ford Foundation, helped start a new educational body located in Geneva, Switzerland; the International Baccalaureate Organization.


    Originally, the IBO was established to provide a common educational basis for international students that would be acceptable to universities around the world. With this in mind, IBO curriculum has, for over 35 years, emphasized that its students broaden their understanding of various cultures, languages, and points of view.


    Understanding other's points of view, cultures and languages is, in itself, a noble task - it's something that I work at pursuing and instilling within my own children and in myself. But underlining IBO's philosophy is something deeper; according to George Walker, the Director General at IBO, "International education offers people a state of mind: international-mindedness. You've got to change people's thinking." Hence, "students develop an awareness of moral and ethical issues and a sense of social responsibility...fostered by examining local and global issues."


    This is not simply ambiguous language. In advancing the international-mindedness of IBO, the organization has endorsed the Earth Charter - an earth-centered declaration which venerates global political-ethical-moral and spiritual unification. Some, such as Mikhail Gorbachev, have gone so far as to compare the Earth Charter with "those 10 or 15 Commandments which we all know about...those famous testaments..."


    Providing the Earth Charter initiative with advanced support, the International Baccalaureate Organization has agreed to become an Earth Charter partnership entity, along with such groups as the Association of World Citizens, Friends of the Earth, Global People's Assembly, Rain Forest Action Network, the US branch of the United Nations Association, and the World Parliament of Religions. Furthermore, IBO Deputy Director General, Ian Hill, sits on the Earth Charter Initiative Education Advisory Committee.


    Propagating this new global "testament," IBO is currently looking at ways to incorporate the Earth Charter into the following curriculum areas; Theory of Knowledge, Environmental Systems, Environmental Science, Technology and Social Change, Peace and Conflict Studies, Experimental Science, Philosophy, Geography, History, Math, and the Arts.


    None of this would be very remarkable if the IBO were a small entity stuffed somewhere in a forgotten corner of the world - but it's not. Presently, almost 1,300 schools around the globe are authorized to offer IBO programs. And in the United States and Canada, close to 650 schools are tied in to the IBO, with 473 in the US. Adding to this, the IBO is linked into a number of United Nations' functions beyond the UN inspired Earth Charter and UNESCO - where it holds a special consultative status. Examples of this UN partnering includes: preparatory work for the UN's World Summit on Sustainable Development, activities within a number of UN International Schools, and involvement with a variety of United Nations Model programs. Simply put, it's an organization with considerable "social change" inroads at the international level.


    Funding for the body also reflects this global-local-global approach. During the month of October, 2003, in a monetary show of support, the US Department of Education awarded the IBO a grant of $1.17 million. According to the IBO press release, these US taxpayer funds were to be specifically channeled into setting up IBO programs "in six middle and high school partnerships in disadvantaged areas in Massachusetts, New York and Arizona."


    Additional funding for the IBO has come from 14 other major national governments, including the United Kingdom, Japan, and Canada. Monies have also been funneled in through contributions from the Goldman Sachs Foundation, the Andrew W. Mellon Foundation, the US Agency for International Development, the Armand Hammer Foundation and the Armand Hammer United World College, the United Nations International School, the New York Times Foundation, Gulf Canada, the IBM World Trade Organization, and many others. Obviously, incorporating a global mind-change educational agenda carries a hefty price tag - and it's no surprise that heavy financial hitters are involved in the play.


    Progressing the idea of an international educational platform, Professor Azim Nanji, Director of the Institute of Ismaili Studies, delivered a speech to the International Baccalaureate Organization on May 5th, 2003, stating that we need to see things in broader terms than just nation-states and western liberal democracy. Additionally, he stated that when people's religious beliefs become a vehicle for political and social agendas, it's an abuse of religion.


    Somehow I think the irony of this proposition went unnoticed. By endorsing and incorporating the Earth Charter , the IBO is blatantly pushing a pseudo-religious/spiritual agenda - an international social-change concept that is grossly intertwined with global governance aspirations, United Nations empowerment, and earth-centered religious philosophies. UNESCO itself, as part of IBO's foundational base, endorses a quasi-religious version of international education through the work of a former high-ranking UN official, Robert Muller.


    In 1989, Robert Muller received the UNESCO Peace Education Prize for his work in developing a World Core Curriculum. Frederico Mayor, the Director-General of UNESCO at the time, praised Muller as an "innovator in education" and gave accolades for Muller's book New Genesis: Shaping a Global Spirituality , saying that it "offers the world a blueprint for a new, spiritual vision of human destiny."

    Yes it does! According to New Genesis,

    "...humankind is seeking no less than its reunion with the "divine," its transcendence into ever higher forms of life. Hindus call our earth Brahma, or God, for they rightly see no difference between our earth and the divine. This ancient simple truth is slowly dawning again upon humanity. Its full flowering will be the real, great new story of humanity, as we are about to enter our cosmic age and to become what we were always meant to be: the planet of God."


    Predictably, Muller's World Core Curriculum follows this New Genesis -New Age vein. In fact, Muller's World Core Curriculum is really more of a philosophy of education than an actual curriculum - a philosophy firmly grounded in New Age concepts of man's deification and "Earth spirituality."

    Bridging all of this, Muller explains, "Yes, global education must transcend material, scientific and intellectual achievements and reach deliberately into the moral and spiritual spheres."

    Why? According to Muller,

    "We must manage our globe so as to permit the endless stream of humans admitted to the miracle of life to fulfill their lives physically, mentally, morally and spiritually as has never been possible before in our entire evolution. Global education must prepare our children for the coming of an independent...happy planetary age."


    Lucile Green, a long-time world government activist and friend of Robert Muller, describes this new "planetary age" in her memoir, Journey To A Governed World ,

    "A wholistic, one-world view is emerging from space travel and other miracles of modern technology and from communication. A new consciousness is also emerging from a growing awareness in the West of the wisdom of the Eastern world-view. Buddhism, Hinduism, Taoism and Shinto, while they differ in many respects, portray the world as a multi-dimensional, organically interrelated eco-system of which man is one of many inter-dependent parts. Perhaps we can learn through them to see the world whole, as it really is, and together - West and East - begin to build the foundations of a new world order.


    "The most urgent item on the planetary agenda is to set the limits of freedom and order in supra-national, global affairs. A constitution for the world is needed which combines the achievements of both hemispheres: that is, constitutional limitations and a bill of rights from the West and a spacious world-view from the East."


    Another contemporary of Muller, William D. Hitt, wrote in his book The Global Citizen , "As global citizens, we will need a new type of thinking."

    This is the crux of global social change: a "new type of thinking" that bridges international education, global ethics, world political unity, and the emergence of a "planetary spirituality." It is the desire to shape and mold man according to man's image. It is the desire to re-cast history and human endeavor to conform with a centralized-utopian version of a "world society" - a society shaped by propaganda, planetary-correctness, and a faulty and exalted image of man and nature. And finally, when contemplating the move towards this world society and the propaganda role of "international education," consider the words of Scott Nearing, an avid socialist and proponent of world government,


    "The conversion of a continent of localists into a continent of nationalists in a few generations must rank as one of the outstanding achievements of modern times. Indoctrination works. Human loyalties can be and are speedily shifted by experience coupled with propaganda.


    "Worldizing processes are building up a great number and variety of world experiences. Millions of human beings, responding to these experiences, are already world conscious, world minded and prepared to function as citizens in a world society. Such human beings have passed through and graduated from the school of nationalism. They are wordlists. They wait with impatience for the emergence of a world commonwealth."

    As the line between education, "political correctness," and propaganda becomes increasingly blurred, it is essential that we navigate this global maze with sobriety, clear thinking, and an understanding of the forces that are shaping our 21st century.

    --------------------------------------------------------------------------------

    Endnotes:

    1. Arthur C. Clarke, Childhood's End (New York: Ballantine Books, 1953), p.69.

    2. Scott Nearing, United World (New York: Island Press, 1944), p.221.

    3. Naresh Singh, "Empowerment for Sustainable Development: An Overview," Empowerment For Sustainable Development (Halifax, NS: Fernwood Publishing/Winnipeg, MB: International Institute for Sustainable Development, 1995), p.27.

    4. Budd Hall and Edmund Sullivan, "Transformative Education and Environmental Action in the Ecozoic Era," Empowerment For Sustainable Development (Halifax, NS: Fernwood Publishing/Winnipeg, MB: International Institute for Sustainable Development, 1995 - edited by Naresh Singh) p.102.

    5. Julian Huxley, UNESCO: Its Purpose and Its Philosophy, (Washington, DC: Public Affairs Press, 1947) p.13.

    6. See "Founding Donors" at the IBO's webpage, International education - The International Baccalaureate offers high quality programmes of education to a worldwide community of schools [accessed February 18, 2004].

    7. IBO Background Paper - Themes in Education, Education Weaves Together the Threads of Peace, IBO Head Office, Geneva, Switzerland, 15 June, 2003 (see page 2).

    8. See "The Six Academic Subjects" at the IBO webpage, International education - The International Baccalaureate offers high quality programmes of education to a worldwide community of schools [accessed February 18, 2004]. 9. Mikhail Gorbachev, "The Earth Charter," Speech: Rio+5 Forum, March 18, 1997. Green Cross International webpage, www.gci/ch/GreenCrossFamily/gorby/newspeeches/speeches/spech18.3.97.html [accessed March 20, 1998] This particular website has since been moved to http://web243.petrel.ch/GreenCrossFamily/gcfamilyhp.html and Mr. Gorbachev's speech can be read at
    http://web243.petrel.ch/GreenCrossFamily/gorby/newspeeches/speeches/speech18.3.97.html. See Gary Kah's book, The New World Religion (Noblesville, IN: Hope International Publishing, 1999), chapter six.

    10. See "Our Partners" at the Earth Charter Community Summits webpage, Business- LLC, Business Plan, Small Business, Marketing, Management, Corporation [accessed February 18, 2004].

    11. See "Educational Resources" at the Earth Charter Community Summits webpage, Business- LLC, Business Plan, Small Business, Marketing, Management, Corporation

    [accessed February 18, 2004].

    12. The work of the IBO at the World Summit on Sustainable Development was published by the International Institute for Sustainable Development, Earth Negotiations Bulletin , Special Report on Selected Side Events at WSSD PC-III, 25 March - 5 April, 2002. The other connections can be easily found by doing a basic web search on the IBO and the United Nations.

    13. IBO Press Release, "US Department of Education Grants IBO US$1.17 Million," IBO Head Office, Geneva, Switzerland, 14 October 2003.

    14. See "Founding Donors" at the IBO's webpage, International education - The International Baccalaureate offers high quality programmes of education to a worldwide community of schools [accessed February 18, 2004], it contains a list of other contributors and regular funding partners.

    15. "IIS Director Delivers 2003 Peterson Lecture," June 2003, document from the Institute of Ismaili Studies, posted at the IBO webpage as a PDF file. 16. Excerpt from the address by Mr. Federico Mayor, Director-General of UNESCO, 20 September 1989. Reprinted in Robert Muller's book, Dialogues of Hope (Ardsley, NY: World Happiness and Cooperation, 1990), p.172.

    17. Robert Muller, New Genesis: Shaping a Global Spirituality (Anacortes, WA: World Happiness and Cooperation, 1982), p.49. 18. Ibid., p.8. 19. Ibid., p.8.

    20. Lucile Green, Journey To A Governed World: Thru 50 Years in the Peace Movement (Berkeley, CA: 1991), pp.34-35. 21. William D. Hitt, The Global Citizen (Columbus, OH: Battelle Press, 1998), p.110.

    22. Scott Nearing, United World (New York: Island Press, 1944), pp.20-21.


    --------------------------------------------------------------------------------

    Carl Teichrib is a highly respected freelance researcher and a wise and authoritative writer on issues pertaining to globalization.

    Please visit his website at Home
     
  6. Indofred
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    I can't be bothered to quote that rubbish.

    Basically, when you cut out your opinion, they're saying, people should think about the whole of mankind and be nice to each other.

    They must be really terrible people.

    All that going around with their brains turned on instead of a steady input of "I'm American and best".

    Toss your dummy out of the pram mate - education is to educate, not indoctrinate.
     
  7. Wildcard
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    "The political crap in international organizations seldom filter down to day-to-day". teaching. Not true. Look at the Earth Charter again.
     
  8. Wildcard
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    [ame=http://www.youtube.com/watch?v=KPQ_ZT_ZgBw]The Earth Charter Exposed [Part 1 of 2] - YouTube[/ame]

     
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