Beware The International Baccalaureate Curriculum

This radio program  (Scroll to the Aug 4, 2010 show), discusses the blatant subversion of US sovereignty and culture through the International Baccalaureate Program. One caller expresses their dismay that nearly all high school and college age people he discusses these topics with have unknowingly embraced communism. I have the same issues with teachers unknowingly indoctrinating children with communism and all paid for by tax dollars and now in hundreds of US schools that comes through UNESCO or The United Nations into US classrooms.  For more info on the dangers of UNESCO, watch the "Charlotte Iserbyt - Deliberate Dumbing Down" video in an older post below.

Social Engineering for Global Change By Carl Teichrib - 2004 www.forcingchange.org

Index to Carl Teichrib's  articles

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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. (1)  

"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 (2)

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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." (3)

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." (4)

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."

 ...(more - This is a very good article on how the different UN programs fit together.)