Education: IB and NWO

Charlotte Izerbyt is an education researcher who writes from an edgy traditional conservative position. She authored a book 'The Deliberate Dumbing Down of America', where she decries a conspiracy of an American education system takeover by UN socialists, in order to bust the traditional americal values of freedom and democracy :), as a part of implementation of a UN-based New World Order. She collected a great deal of factual information, but her conclusions are IMO one-sided: on that level there is only one 'master' so to speak, and and all the factions that come into play and power are the endless 'good cop vs/ bad cop' game. Which is what she misses
entirely, and it becomes a big us vs. them thing.

Well, looks like either Izerbyt was right all along, or we are beholding the next players coming onto the stage:


Learning globally

The Bush administration has begun issuing grants to help spread a United Nations-sponsored school program that aims to become a "universal curriculum" for teaching global citizenship, peace studies and equality of world cultures.
The goal is to devise a curriculum to teach "a set of culturally neutral universal values to which all people aspire," based on human rights, equality of the sexes and "open-mindedness to change and obligation to environmental protection and sustainable development."
The U.S. Education Department has issued its first $1.2 million grant to implement the European-based International Baccalaureate (IB) program in middle schools that are to become "feeder schools" for the IB's high school diploma program in low-income school districts.

Did you catch this thing about the low-income school districts? Here it is again ('low-income' is the same code-word as 'minority'):


The Bush administration's $1.2 million grant from the Education Department's Advanced Placement Incentives Program (APIP) is to train teachers and set up six middle- and high-school "partnerships" to implement the IB curriculum for minority students.


So what should these kids learn?


In a statement called "The Road to Peace," UNESCO said: "Let it be a school of values, of attitudes, above all of practical action so that we learn to obtain justice through nonviolence and ensure that all human rights become a living reality for every person. [..]

The IB curriculum, UNESCO said, would promote human rights and social justice; the need for "sustainable development"; and address population, health, environmental and immigration concerns.

"Changing patterns of national and international migration and political and social transformation have given cultural diversity a new importance," the statement said.

No kidding. Know thy place, everyone.

What floored me is HOW the kids are supposed to learn about non-violence and human rights:


"The IBO programs promote a constructivist approach to learning," the 1999 UNESCO document stated. "Teachers recognize that students bring prior knowledge to any learning situation and will come into contact with the curriculum through activities designed by the teacher. The students make sense of their experiences to construct meaning."
As an example, fourth-grade teachers at Christ Church Episcopal School in Greenville, S.C., said they "set about fomenting an uprising in our classrooms" in order to allow their 9- and 10-year-old students to understand the dynamics of the American Revolution leading to independence in 1776.
Writing in May in "IB World," the program's international magazine, four teachers said they wanted the children "to experience personally the forces that lead to revolution, without shedding blood in the classroom, of course."
The teachers said they circulated a fake official-sounding memorandum that told students their recesses were cut to make up for days that school had been canceled for snow. "The students were really angry, pointing out that the lost classes had not been their fault and that they had not been consulted about this," the teachers wrote.
The students' own proposal for Saturday classes instead of cutting recess was rejected. As discussions ensued, one student called on classmates to "take over the school," and another student demanded that they "go on strike."
"I'm not sure fighting for recess is that important, but fighting for freedom is," one student said.
"This was the moment of truth," the teachers wrote. "This was the connection that made the 18th-century American Revolution real to these 21st-century students."


The specter of the Stanford Prison Experiment has risen :). Jokes aside, how insane is that, and what better way to teach that the system has you?

Here is the curriculum itself:


In IB's two-year high school diploma program, pupils study three major subjects at the "higher level" and three minor subjects at the "standard level," which must include mathematics, humanities, and at least one science and a foreign language.
Students also must take IB's philosophical course on "Theory of Knowledge" and research and write a 4,000-word extended essay on a subject of their choice, similar to a university thesis, under the supervision of a teacher.
IB-diploma students also must complete 150 hours of extracurricular "Creativity, Action and Service," which could include sports, music, art, drama, and volunteer service in the community.
English courses use a "Prescribed World Literature List" of 421 authors, including 57 from England and the United States. Critics, however, question the narrow selection.

Call me an elitist academic, but this doesn't sound like much. Oh, right, it is a 2-year program, as opposed to the traditional 4-year high school program. In UK, IB is used in some schools for kids over 16; I am not sure whether in the US they will start it at 14 and let kids out of high-school by 16. That would make sense: 16 is a compulsory attendance age in many states, and after 16 nobody monitors troubled kids anymore. Which is why up to 30% of kids drop out of high schools in their junior and senior year; this is according to the new statistics that have been covered up intil recently and have just began to surface. IB would simply legitimize this state of affairs.

So there we have it:

take already disadvantaged poor kids;

brainwash them with a set of fuzzy values on one hand and a set of psychopathic psychological tactics on another, to cut off the roots of any legitimate dissatisfation with reality that they may have;

dumb them down with a curriculum specifically designed for this purpose;

and off they go, to the bottom of the ladder, helping to propell the consumer-driven society forward.

One more step towards the Brave New World.