Archive for the ‘Agenda 21’ Category

Compulsory Education’s Unforeseen Consequences: Nebraska Case Studies   5 comments

Lately, there’s been quite a buzz about ending compulsory education. Utah Senator Aaron Osmond propelled the idea when he wrote a piece on this subject at the Utah Senate blog. Osmond pointed out that it is a “parental right to decide if and when a child will go to public school,” adding that “in a country founded on the principles of personal freedom and unalienable rights, no parent should be forced by the government to send their child to school under threat of fines and jail time.”

Public education started out as an opportunity, but over the years, turned into a governmentally enforced mandate. The mandate flies in the face of other laws, such at Utah’s FERPA, which asserts that it is the parent, and not the government, who is the primary authority over a child.

That’s just common sense to most of us; in fact, most parents are utterly unaware that there is a battle going on between government “collectivists” and parents. The idea that parents hold authority over a child is not acceptable to an alarmingly pushy segment of society, who say government should take ownership of children.

This is, of course, communism.

But it’s becoming acceptable to many. Watch the video put out by MSNBC’s Melissa Harris-Perry, of the Lean Forward campaign. She asserts that “we have to break out of the notion that children belong to parents.”

It is time to wake up and protect parental authority. With that introduction, I’m presenting this guest post by Autumn Cook. Thank you, Autumn.

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COMPULSORY EDUCATION: THE GREAT CONTROL GRAB

Guest Post by Autumn Cook

12-year-old Lucas Maynard and his parents found themselves in truancy court last week. Lucas’ offense? He got sick too much this year. The punishment? They’re still waiting to find out, but the judge has informed him that removal from his parents’ custody is a possibility.

All around the country, there is a quiet assault on families taking place. In the name of “helping children,” state laws and school district attendance policies are being altered to draw thousands of innocent children into the juvenile justice system and wave the heavy threat of state force and social services intervention over the heads of ordinary good parents.

Innocent children whose crimes amount to being frequently ill, or struggling with mental health issues such as autism, or being the victim of bullying, are being hauled into court, coerced into lengthy “diversion programs,” threatened with removal from the custody of their parents, actually removed from the custody of their parents, and in other ways terrified and treated like criminals. Their families are being put through the wringer with unpaid time from work for court dates, costs for attorney fees, and fear of state intervention in their families.

Untold numbers of other families are being frightened into doing everything possible to avoid entanglement in this system, including sending their kids to school sick and cancelling family travel. It is happening in states all over the country – I personally know of cases in Indiana, Texas, and Wyoming, with particular knowledge of what is happening in Nebraska because of personal involvement.

Here’s how it’s been playing out in Nebraska. In 2010, motivated by an attempt to get points on its Race to the Top application, the Nebraska legislature passed a law at the request of the Governor which effectively took away the right of a parent to excuse her child from school. The new law required schools to report kids to law enforcement if they had more than 20 days of absence – for any reason at all. Nebraska could get more points on its application by having a plan in place to increase attendance. All states were able to earn more points for implementing more oppressive attendance laws.

At the same time, school districts started tightening up their attendance policies, disallowing excuses for family travel or time home with seriously ill family or military parents on leave from deployment. Before the change, Nebraska applied the reasonable and widely-used standard of reporting kids with unexcused absences – those whose parents hadn’t accounted for their whereabouts.

Where once state law, school district policies, and public officials worked to reduce truancy – kids missing school without their parents’ permission (a.k.a. “skipping”) – the focus is shifting to reducing absences of any kind. The shift is leaving untold collateral damage in its wake, including the relationships between school administrators and the parents they serve. And it’s shifting our culture to embrace the “state knows best” mindset, minimizing the authority of parents and giving far too much power to state officials to decide what’s “best” for individual children. It’s also generating a lot of business for the social service industry.

Last week, the story of the Maynards – referred to above – became the latest in a long list of such abuses out of Nebraska. Their story highlights much of what’s wrong with the “brave new approach” to school attendance that’s sweeping the nation. Lucas experienced a lot of illness – plus two days of impassable winter roads in rural Nebraska – during the past school year. This innocent offense landed him in court, forced to sit away from his parents between the prosecutor and the guardian ad litem assigned to him, listening in terror as the judge informed him that one of the consequences of his absences from school could be removal from his parents’ custody. (Children are assigned a guardian ad litem in cases of alleged abuse or neglect. So the state of Nebraska has implied that the Maynards committed abuse or neglect by keeping their son home when he was ill and when the roads were too dangerous to travel!)

The Maynards’ entire story can be read at the Nebraska Family Forum blog. Unfortunately, it’s only one of hundreds if not thousands of such cases, and that’s just in Nebraska. The toll around the country is much higher, with many cases even more egregious, such as this one involving a 9-year-old in Wyoming.
If you see attendance policies and laws like this, don’t wait a day to contact your local school boards and state legislators. They need to hear the message that laws and policies must protect the fundamental right that parents have to make decisions for their children. For those who are lucky enough to live in states and districts where this approach hasn’t been implemented yet, watch your legislature and local board meetings like a hawk! Proponents of this approach to school attendance are pushing the “state knows what’s best for each child” approach all over the country, including here in Utah this last session.

It’s another piece – an especially frightening piece – of the education reform puzzle that is shaping up all over the country.

More stories from Nebraska

The Chambers Family
A quiet middle-schooler with severe allergies is sent to the county attorney, forced to submit to a drug test without her parents’ knowledge, made to feel like a criminal, and ends up attending school when sick, staying in a quiet room where she naps and eats lunch – just so they can count her present.

The Herrera Family
A mother decides to homeschool her 3rd-grade daughter for the last few weeks of the school year after school officials fail to deal with her bullies and she gets beaten with a stick on the way home from school. Because she doesn’t waited to receive official notice of approval from the state – her daughter was in imminent physical danger – when she comes back the next year she is reported to law enforcement, made a ward of the state, and her mother is placed on the child abuse and neglect list.

The Garrity Family
The story of a 15-year-old boy with autism shows how families who already struggle with unique challenges are abused and put through further suffering by the state of Nebraska and its school districts.

The Hall Family
A well-liked honor roll student with seasonal asthma is forced into a “diversion program.” Diversion from what? Asthma? The solution the following year is that when she is too sick to go to school, her parents must bring her to school so the school nurse can verify the parents’ judgment.

A Global Monitoring Report From the International Bureau of Education   9 comments

http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/post-2015/

With all your free time this summer, here’s something fun.  Study the reports of the global monitoring group at the U.N.’s International Bureau of Education, and see how much of what they say aligns with, or has inspired, Common Core.

No?  Okay, fine.  I’ll do it.

Here’s just a peek into the International Bureau of Education and the Global Monitoring Report.  These sound like something from a horror movie or a chapter in Orwell’s 1984, I know.  But they are actually real.

“Education for All” is a United Nations project that uses the same catch phrases used by Common Core proponents in the United States.  For instance, the stated goals of the Global Monitoring Report (GMR) –which of course, sound good on the surface– mirror recent U.S. education reforms:  Emphasizing equity.  Emphasizing measurability. Emphasizing finance.

Click here:  GMR Proposed post-2015 education goals: emphasizing equity, measurability and finance.

But what do those three concepts mean for U.S. citizens?

EquityEducation For All promotes the redistribution of world wealth so that ultimately, no locality or individual has ownership over his/her own earnings, and global government owns all, so that global government can ensure fair distribution to all.  This is not voluntary sharing; this is punishable, forced redistribution– it is legalized stealing of local taxes, by governments abroad.

Measurability – this means increased surveillance and testing of all teachers and students so that all can be compared and controlled by the global governance.

Finance – In the powerpoint presentation that was given at  a Brussels, Belgium meeting last month, ‘Education post-2015: Equity, measurability and finance’, you can see that it is the United States that is being told to “donate” to make this global educational governance possible.  Annually, the U.S. should “donate” 53 billion, the powerpoint presentation states.

http://www.youtube.com/watch?v=L6O8_EjUkaU (GMR “Education for All” video link)

So when you watch this Global Monitoring Report video, you’ll hear the presenter describing the sad facts of poverty in foreign countries as if she were leading a fundraising effort for a charity.

But that’s not what it is.  It is a justification for global communism, which religious leaders have been warning us about for many, many years; communism is, frankly, a  captivating tool of evil.  And many are falling for its lure because it beckons to the envious as well as the charitable.  It asks both to give away self reliance, self respect and freedom– in favor of forced redistribution.

My point today is that a Common Core of cookie-cutter education is not just an American phenomenon.  Globalists want it, too.  And they don’t care if some people lose academically or financially, so long as everyone ends up the same.  The very same.

One particular character who reveals the Common Core / Global Core same-same connection is British globalist Sir Michael Barber, CEA of the world’s largest educational sales company, Pearson.

Barber praises and promotes nationalized educational systems in many countries, lumping Common Core in with the rest.  Watch and listen to his Council on Foreign Relations video and audio interviews. Watch his speeches on YouTube.  He specifically mentions irreversible global reforms, global data collection, and the American Common Core. He says education should be borderless. He defines all education as needing to be “ethically underpinned” by the environmental movement.  He says that all children in all places should be learning the exact same things.  He promotes global databases to compare all people in global educational.  He has written a book (“Deliverology”) dedicated to American education reformers, telling them how to force “irreversible reform”.

He also likes the terms “sustainable reform” and “revolution” and uses these in his Twitter-tweets, (along with  rantings about the need for gun control in the U.S.)  Oh, and his company, Pearson, has aligned all its textbooks, teacher trainings, early childhood education products and other merchandising, to Common Core. Of course.

Sir Michael Barber is highly praised and quoted by our U.S. Secretary Arne Duncan– openly,  lavishly, in public speeches.

Sir Michael Barber.  The man who bridges Common Core to Global Core.

Don’t let him out of your sight.

Fighting the Adoption of Common Core-aligned Science Standards and Textbooks   1 comment

None of us have enough time to process, comprehend and then fight against all of the intrusions on our time and our God-given rights and liberty.

But some things are more important than others.  And fighting the adoption of Common Core-aligned science standards and textbooks must be high on the To-Do list.

Heartland Institute’s Joy Pullman explains it in a great article found here.  http://heartland.org/policy-documents/research-commentary-common-core-science-standards

She writes: “Individual liberty advocates counter that centralization in education is as foolish and damaging as centralizing the economy. They note the ideological tendencies of science education toward politics as a substitute for actual science, particularly in the area of highly debatable global warming alarmism, which is falsely assumed as reality in these standards. The standards also promote a simplified understanding of science and are still incoherent despite revisions…. They ignore central scientific concepts and push a progressive teaching style that has been proven to erode student learning…”

Yet textbook companies are rewriting science to align to the false assumptions of common core, so even those states who wisely rejected the common core or who aim to do so, will likely end up with common core textbooks anyway.

Here’s a letter I wrote to my local and state school boards and superintendents today.

Dear Superintendent and School Boards,
Our homeschooling group attended the Leonardo Museum in Salt Lake City yesterday. What a wonderful museum.  The Mummy exhibit was fascinating, the hands-on digital learning activities were great, the craft workshop and prosthetics exhibits and art were absolutely engaging for visitors of all ages.
But in the multi-room exhibit entitled “Human Rights Exhibit,” visitors were shown not only ecology art, but vocabulary words in the context of the claim that human behavior is killing plant and animal life –and will likely kill off the human race.  There were paintings of futuristic apartment projects teetering dangerously close to the ocean, on islands and cliffs.  The captions stated that because of the FACT of global warming and oceanic flooding, people will be living like this.
I use this as an example of the unscientific assumptions and lies being taught all around us, which are also loading the common core-aligned science standards and science textbooks coming our way.
Let’s not turn a blind eye to the ongoing politically-based rewrite of actual science.  Let’s stand independent of this.  Let’s actually teach the kids hard science based on settled facts as we did in all the wise years up till now.
For a detailed list of news articles and science reviews of Common Core science standards and textbooks, please read this.
http://heartland.org/policy-documents/research-commentary-common-core-science-standards
We have Martell Menlove’s word that Utah will never adopt Common Core science and social studies standards.  But with the majority of textbook companies belonging to the monopoly of the insanely unrepresentative system of Common Core, we as a state have to go out of our way to find true science for our kids.  Let’s do it.
Thanks for listening.
Christel Swasey
Utah Teacher
Heber City
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Green Insanity in the Schools Update:
Update from Illinois:  http://www.christianconservativeresistance.blogspot.com/2013/04/how-i-was-banned-from-my-childrens.html
You have to read this woman’s blog.  First, she and her husband protested the Disney-like green propaganda film that was shown to the elementary school children to “teach” them that humans are destroying the earth. Then she was banned from volunteering in the school.  Then she was reinstated.  Sigh.
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Top Ten Scariest People in Education Reform: # 5 – Bill Gates   50 comments

Top Ten Scariest People in Education Reform

Bill Gates: Scary Philanthropy

Countdown # 5

 This is the fifth in a countdown series of introductions, a list of the top ten scariest people leading education in America.  For numbers 67, 8 9 and 10,  click here.

The biggest philanthropist on earth comes across as the epitome of sincere, nerdy nice-guy.  And he probably is very nice and very sincere.  But does sincerity trump truth?

The truth is, Bill Gates’ herculean attempt to fund and market Common Core to Americans, and to circumvent the voting public on educational issues, is dangerously, dangerously misguided.

Thus,  not everybody is happy in philanthropy land.  The biggest philanthropist in the world got behind the unproven experiment  of Common Core and  –using money rather than the voice of the American voter– he pushed it into schools, circumventing any vetting  by legislative, educator or parent groups.

Gates’ astronomical wealth  has persuaded millions that Common Core is the solution to education problems,  the argument from everywhere,  approved (by him) and beyond debate.  But let me repeat the fact:  regardless of whether the standards are horrible or glorious, the truth remains that whenever unelected philanthropists are permitted to direct public policy, the voting public  gets cut out of the process.   It’s happening all over the U.S., but not just in the U.S.  The Gates-directing-world-education effect is happening everywhere.

Since Gates has no constituency he can’t be un-elected; so it’s not the the wisdom of experienced educators, but simply one man’s money that is directing implementation of  the controversial Common Core.  His  money has bought, besides technology, work groups, and a seat at the policy making table, extreme marketing success.

He’s got control of the education opinion factory.  When Common Core was debated at the Indiana State Capitol, who showed up to advocate for Common Core?  Stand for Children, which Bill Gates funds.  He also funds the League of Education Voters, the Center for Reinventing Public Education and the Partnership for Learning, all Common Core advocates;  Gates owns Editorial Projects in Education, parent of Education Week magazine.

No wonder, then, even educators don’t seem to know the full truth about Common Core.  They’re reading Education Week and  the Harvard Education Letter.  Translation: they are reading Gates’ dollar bills. (By the way: want to make some money selling out your fellow teachers?  Gates is searching for a grant recipient who will receive $250,000 to accelerate networking of teachers toward acceptance of Common Core. )

Wherever you see advocates for Common Core, you see Gates’ influence.  He gave a million dollars to the national PTA  to advocate to parents about Common Core.  He gave  Common Core developer NGA/CCSSO roughly $25 million to promote it.  (CCSSO: 2009–$9,961,842, 2009– $3,185,750, 2010–$743,331, 2011–$9,388,911 ; NGA Center: 2008–$2,259,780.)  He gave $15 million to Harvard for “education policy” research.  He gave $9 million to universities promoting “breakthrough learning models” and global educationGates paid inBloom 100 million dollars to collect and analyze schools’ data as part of a public-private collaborative that is building  “shared technology services.”  InBloom, formerly known as the Shared Learning Collaborative, includes districts, states, and the unelected Council of Chief State School Officers (CCSSO).  The list goes on and on and on.

It’s hard to know exactly how much money Gates has put toward the promotion of Common Core because of the chameleon-like wording of  educational granting areas.  For example, he gave $3 million  Stanford University and $3 million to Brown University   for “college and career readiness.” (The average person wouldn’t know that college and career readiness is a code phrase defined as  common core by the Department of Education.)  Sometimes he’s promoting “support activities around educational issues related to school reform” for the CCSSO (common core developer) and other times he’s “helping states build data interoperability” –which not everyone would recognize as Common assessments’  bed-making.

According to Gates himself, he’s spent five billion dollars to promote his vision of education since 2000.

He really,  reealllly believes in Common Core.  So it doesn’t matter that Common Core is an experiment on our children  that’s never been tested and has been rejected by countless  top education analysts.  It doesn’t matter that Common Core is an un-American, top-down, nonrepresentative system  that state legislatures didn’t even get to vet.  Bill Gates wants it.

And not just in America– he wants global education standards.

Gates’ company, Microsoft, signed a cooperative agreement with the United Nations’ education branch, UNESCO.  In it, Gates said, “Microsoft supports the objectives of UNESCO as stipulated in UNESCO’s constitution and intends to contribute to UNESCO’s programme priorities.” UNESCO’s  “Education For All” key document is called “The Dakar Framework for Action: Education For All: Meeting Our Collective Commitments.”  Read the full text here:  http://unesdoc.unesco.org/images/0012/001211/121147e.pdf

So Gates partners with the U.N.’s educational and other goals via UNESCO’s  “Education for All”  which seeks to teach the same standards to all children (and adults) on a global scale.  Why is this a problem?  It supercedes local control over what is taught to students, and dismisses the validity of the U.S. Constitution, all in the name of inclusivity and education and tolerance for all nations.

At this link, you can learn about how Education For All works: “Prior to the reform of the global EFA coordination architecture in 2011-2012, the Education for All High-Level Group brought together high-level representatives from national governments, development agencies, UN agencies, civil society and the private sector. Its role was to generate political momentum and mobilize financial, technical and political support towards the achievement of the EFA goals and the education-related Millennium Development Goals (MDGs). From 2001-2011 the High-Level Group met annually.”

The six goals of “Education For All” are claimed to be internationally agreed-upon. On the linked Education and Awareness page of the U.N. website, we learn:

Education, Public  Awareness and Training is the focus of Chapter 36 of Agenda 21. This is a cross-sectoral theme both relevant to the implementation of the whole of Agenda 21 and indispensable”   http://www.un.org/esa/dsd/susdevtopics/sdt_educawar.shtml

Did you get that?  Education is indispensable for the U.N. to get its agenda pushed onto every citizen worldwide.  They just admitted it out loud.  They want a strong hand in determining what is taught worldwide.

So then we click on Chapter 36.  In 36.2 it says we should “reorient” worldwide education toward sustainable development.  (No discussion, no vote, no input needed on this reorientation plan, apparently.)  36.3 says:  “Both formal and non-formal education are indispensable to changing people’s attitudes…. It is also critical for achieving environmental and ethical awareness, values and attitudes, skills and behaviour consistent with sustainable development…  To be effective, environment and development education should deal with the dynamics of both the physical/biological and socio-economic environment and human (which may include spiritual) development, should be integrated in all disciplines, and should employ formal and non-formal methods”

The take-away?  What does Bill Gates agree to in his Microsoft – UNESCO partnership?

  • 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.

The stated objectives (36.4) include endorsing “Education for All,” and “giving special emphasis to the further training of decision makers at all levels.”

Hence the need for people like Gates to influence the training of decision makers.  When asked what matters most to him, Gates said: education.  His version of education. The Huffington Post reported:

“I’d pick education, if I was thinking broadly about America,” Gates responded. “It’s our tool of equality.”  Is it coincidence that equality and redistribution are also concepts that Linda Darling-Hammond, Chaka Fattah and Arne Duncan are promoting in the federal Equity and Excellence Commission?

How committed is Bill Gates to the United Nations having a say in American education?

In his annual letter, Gates emphasized the importance of  following the United Nations’ Millennial Goals and measuring teachers more closely.  One of those UN Millennial goals is to achieve universal education.  Also, Gates helped create Strong American Schools (a successor to the STAND UP campaign launched in 2006, which was an outgrowth of UNESCO’s Millennium Campaign Goals for Universal Education). It called for U.S. national education standards. (link 1) (link 2)

Also,  Gates’ Foundation funded the International Benchmarking Advisory Group report for Common Core Standards on behalf of the National Governors Association, Council of Chief State School Officers, and ACHIEVE, Inc. titled, “Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education.” This report showed the United Nations is a member of the International Benchmarking Advisory Group for Common Core Standards. (link)

It appears that Bill Gates is more than a common core philanthopist; he is a promoter of global sameness of education as defined by UNESCO and the U.N.

That’s scary.

Public-Private-Partnerships: What Osmond’s Preschool Bill and Herbert’s Prosperity 2020 have in common   3 comments

My brother called the other day to ask me what I thought of the radio ads for “Prosperity 2020.” In my gut I knew there was something bad about it, but I couldn’t put my finger on what.  But thanks to Professor Steven Yates’ white paper on the subject of public-private partnerships, now I get it.

It wasn’t just “Prosperity 2020″ that made me do this research.  I’d also been working out why UT Sen. Osmond’s early childhood education bill, SB17, was so wrong.  It was more than SB17’s way of tempting low income parents to drop their kids in the free government daycare to go to work that made me so uncomfortable.  It was also, I now clearly see, the fact that Osmond’s bill uses private money to create a public service.

The Governor’s project is Prosperity 2020; Osmond’s is  SB17.

So why are both Governor Herbert and Senator Osmond –two Utah Republicans who call themselves conservatives– pushing for public-private partnerships (PPPs)  in Utah?

I still believe that these are decent men who honestly believe their respective projects will benefit Utah.

But sincerity does not trump truth.

Herbert’s Prosperity 2020 and Osmond’s SB17  create public-private partnerships that compromise vital American principles of free enterprise and limit the self-control of citizens’ lives by allowing unelected businesspeople, with government, to view individuals as collectively owned  “human capital.”

There’s nothing wrong with businesses and government working in harmony; of course, that is what a good society does.  Problems come when business leaders (unelected) begin to shape binding government policies.  An elected politician is accountable to his consituency of voters who can unelect him. But who, for example, is Microsoft’s or Pearson company’s constituency?  When Pearson or Gates help set binding education / business policies for Utah, how can voters alter that?

(It must be especially difficult for Senator Osmond to recognize the trouble with blending business and government, since he sits on the Senate Education Committee while being employed by Pearson, the company Utah has partnered with to provide educational technology and educational products.  –But that’s a topic for another day. )

It’s not that these men are calculating socialists.  Not at all; they’re just short on research.  They don’t recognize what their new alignments of public-private partnerships (PPPs) end up creating.

Many have explained the trouble with blending business and government in partnership. They call it soft fascism:  I think of it as fascism by consensus.  In the case of Prosperity 2020, it’s soft, consensual fascism via good marketing.  (Have you heard the many recent radio ads for Prosperity 2020?)

I’ve never seen PPPs (Public Private Partnerships) better explained than by Professor Steven Yates, whose white paper on the subject was presented at a conference at the Ludwig von Mises Institute in 2006.  I’m going to quote him extensively here.

His paper, “Sustainable Development: Public-Private Partnerships, the undermining of free enterprise, and the emergence of soft facism Sustainable Development: the Hidden Threat to Liberty,  was published a few years ago: http://files.meetup.com/1387375/LIBERTYGARDEN-PPP.pdf   (www.freedom21santacruz.net)

Professor Yates’ paper is long but great.  See it here. 

I’ve taken the time to scoop up his main points.

 

  • Public-private partnerships really amount to economic control—they are just one of the key components of the collectivist edifice
  • The individual person does not own himself; he exists to serve the state or the collective
  • Public-private partnerships bring about a form of “governance” alien to the founding principles of Constitutionally limited government, government by consent of the governed
  • The PPP system is fascist since it involves corporations and governments working together to make policy; it is soft fascist because it is not overtly totalitarian.
  • Vocationalism in education makes sense if one’s goals are social engineering, since it turns out worker bees who lack the  tools to think about the policies shaping their lives

Yates also writes:

“What is a public-private partnership? What purposes were they supposedly created to serve? What, on the other hand, is free enterprise? Are the two compatible? In answering these questions we shall see that although advocates of public-private partnerships frequently speak of economic development, public-private partnerships really amount to economic control—they are just one of the key components of the collectivist edifice being built…

…How did the enthusiasm for public-private partnerships begin, and what do they have to do with sustainable development? We can the idea of the comprehensively planned society at least to Plato, who envisioned such a society in his Republic. In the Republic, there is a place for everyone and everyone knows his place. Properly educated philosopher-kings rule—because by virtue of their educations they are most suited to rule.

…In modern times we must cite the collectivism of Jean-Jacques Rousseau…  And we could cite G.W.F. Hegel (author of The Philosophy of Right and other works), inventor of the idea of the state as the historical manifestation of the Absolute. In the Hegelian vision, the individual belongs to the state.

…Characteristic of all these visions is that once implemented, the individual person does not own himself; he exists to serve the state or the collective. He is not to be allowed to direct his own paths, but is compelled down paths laid by those in power…

…The long-term goal here is what can be increasingly envisioned as an emerging world state with many facets (the three E’s of sustainable development being equity, economy, environment—with a prospective ‘fourth E’ being education).

This world state will gradually subsume and eradicate nation-states until the phrase United States of America names not a sovereign country but a large tract of micromanaged real estate—at least half of which will be off-limits to human beings.

By the start of the 2000 decade, one city or town after another all across the country was bringing in “consultants” and having “visioning” sessions.

… Communities began to be transformed from within, typically with the full cooperation of mayors and other elected officials, other local government officials, business groups such as the local Chamber of Commerce, presidents of local colleges, and neighborhood-association groups. Plans with names such as Vision 2025… would result from these sessions.

The idea was to build up a form of capitalism that would transform itself into socialism via the collectivization of its participants through, e.g., self-directed work teams...Education had become entirely group-focused through group projects and group grades. Thus the business personnel turned out would have no moral center other than the collectivist one. It also became increasingly vocation-focused….

…In some cases, the use of public-private partnerships to facilitate the construction of more government schools has been promoted. On other occasions, public-private partnerships actually get involved in instruction and curriculum development themselves, sometimes beginning with very small children, e.g., the Child  Care Partnership Project. This entity serves as a kind of incubator for public-private partnerships between state-level child care administrators and businesses, nonprofits, foundations, and other groups.

Education, unsurprisingly, is a preoccupation of elite groups such as the World Economic Forum, which sponsored the Global Education Initiative… The vision for the Global Education Initiative (GEI) was conceived during the World Economic Forum’s Annual Meeting 2003. Together, business leaders of the Information Technology and Telecommunications Community of the Forum launched an initiate to create new sustainable models for education reform in the developing world through public-private partnership.

 

School-To-Work education, of course, emphasizes vocation at the expense of academics, i.e., traditional subject areas

Vocationalism in education makes sense, if one’s goals are social engineering. It will turn out human worker bees who lack the mental tools to think about the policies shaping their lives.

… [The US] first integrated education and government via the Goals 2000 Educate America Act, then education and business via the School-to-Work Opportunities Act and finally business and government with the others via the Workforce Investment Act.

…Among the casualties of this system are traditional academic subjects, which are relegated to the status of decorations as job training is ratcheted up.

Students are compelled to select a “career cluster” as early as the eighth grade. As they near graduation they find themselves sent to work sites for labor training instead of in classrooms learning reading, mathematics, history, government, and so on.

Public-private partnerships are fundamentally different from previous organizations and collaborations that have involved businesstheir widespread adoption is bringing about a form of “governance” that is alien to the founding principles of the United States (Constitutionally limited government, government by consent of the governed) and inimical to individual liberty.

We have begun to see government not by consent of the governed, but “governance” (i.e., control) by committee, and by bureaucracy.

This brand of “governance” employs an arsenal of tricks imported from behavioral psychology, such as the use of Delphi technique to coerce a “consensus” by intimidating and marginalizing critics.

Government  “partnerships” … do not stem from its mandate to protect life, liberty, and private property...

Public-private partnerships do not fit into the conceptual model of free enterprise. 

… We should be vigilant to the possibility—probability—that something has gone badly wrong even if the language of free enterprise is still used…  A public-private partnership will always have as its goal a business-making venture that requires some form of “governance.”  The question is, since the players will vary in experience and wealth, who has the most power? We know from life itself that whoever has the most money has the power… Representative government loses… free enterprise is compromised. The economic system begins its move from a one based on liberty and productivity to one based on control

If corporations have the most money—as is often the case—they will obtain levels of power that make them as dangerous as any government not on a constitutional leash.

[Soft fascism] can be understood only in the context of the “fourth E” of sustainable development: education.

American history discloses two broad philosophies of education, what I will call the classical model and the vocational model.

The classical model incorporates the full scope of liberal arts, including history and civics, logic and philosophy, theology, mathematics as reasoning, economics including personal finance and money management. Its goal is an informed citizen who understands something of his or her heritage and of the principles of sound government and sound economics generally.

The vocational model considers education sufficient if it enables to graduate to be a tradesman or obedient worker.

History, logic, etc., have little to contribute to this, and so are ratcheted down, as in the School-To-Work model.

Mathematical education, for example, will be sufficient if it enables students to use calculators instead of their brains…

He will go along… according to the Hegelian model of education that subordinated the individual to the “needs” of the state or of society.… vocational programs “school” students to fit the needs of the “global economy” seen as an autonomous, collective endeavor, instead of educating individuals to find their own ways in the world, shaping the economy to meet their needs.

This system is fascist since it involves corporations and governments working together to make policy; it is soft fascist because (due to the lack of genuine education) it is not overtly totalitarian.

… This is not a “conspiracy theory,” even though you will not hear it reported on the 6 o’clock news. It is as much a fact as gravity. It is not even hidden from us; the documents supporting such claims, penned by their own advocates, are readily available to anyone willing to do some elementary research…”

—– —— —–

It is worth your time to read all of Yates’ white paper.

   Herbert’s Prosperity 2020 and Osmond’s SB17  create public-private partnerships that compromise vital American principles of free enterprise and limit the self-control of citizens’ own lives by allowing unelected businesspeople, with government, to view individuals as collectively owned  “human capital.”

Utah Bill SB100   7 comments

If you live in Utah, and if you are concerned about the “global governance” (U.N. over U.S.) agenda in books and many schools, please contact your senator and tell them we want to AMEND OUT the part of the bill that gives advantages to students who enroll in the IB (a global governance indoctrination program) International Baccalaureate (IB).

We will want to defeat the bill if it stays in its present form, but we are asking for AN AMENDMENT to take the expensive and not-America-centered “IB” portion out.  Why? Because IB teaches our kids that no country is blessed with a superior system; all governments are equally acceptable.  (That includes communist, socialist, dictatorship-based and all other systems.)

Children should hold our U.S. Constitution and our nation’s great, God-fearing founders in a place of honor.  IB does not teach this.

PLEASE CONTACT UTAH SENATORS – START WITH YOUR OWN SENATOR — be sure to let them know you are a constituent.   (See contact info below)

SB-100 HIGHER EDUCATION SCHOLARSHIP AMENDMENTS (Sponsor: Jerry Stevenson)

See bill text here: http://le.utah.gov/~2013/bills/sbillint/sb0100.pdf

This bill passed committee and will be debated and voted on in the Senate.  It “allows the Board of Regents to assign additional weights to grades earned in International Baccalaureate program courses in determining scholarship eligibility in the Regents’ Scholarship Program.”  We must educate our Senators about the downsides of the International Baccalaureate program.

Facts About International Baccalaureate (IB)

(International Baccalaureate Organization — IB Diploma Programme)  http://www.ibo.org/become/guidance/

http://youtu.be/n_6u9a6xiKo?t=45s  -news broadcast on I.B. in Idaho

IB Magazine: http://www.ibo.org/ibworld/jan2010/index.cfm

Fiscal-Accountability-Research Considerations

•The IB is neither transparent nor accountable to the Utah State Office of Education or the Utah State Legislature.
•The IB is expensive and lacks fiscal restraint when Utah shows nearly $20 billion in debt.
•The IB requires an international contract with arbitration under Swiss law.
•The IB is over-rated and lacks substantive research and shows no significant difference against competitive programs such as the Advanced Placement Program to justify its costly materials and professional development.

Political-Philosophical-Religious Considerations

•In 1924 at Oxford University the finest progressive political/philosophical minds founded the IB with the intent to educate children of League of Nations, and later U.N., employees and ambassadors from many nations.
•In 1984 President Ronald Reagan withdrew US membership from UNESCO, calling it “un-American.”
•UNESCO was a founding sponsor and continues to be its close ally and collaborator.
•Until it became unpopular, the IB publicly endorsed the UN’s radical Earth Charter as its foundational philosophy, crafted by Mikhail Gorbachev and Maurice Strong, chairman of the 1992 Rio Earth Summit whose declaration document was entitled Agenda 21.
•Both The Earth Charter and Agenda 21 share the same tenets: ◦Global unilateral disarmament (a violation of the Second Amendment);
◦Population control (including abortion on demand);
◦Extremist environmental policies that infringe on private property rights and that do not need scientific research to prove they are valid;
◦Redistribution of wealth through a global environmental tax, already in force federally and through foreign aid to eradicate poverty, undercutting domestic prosperity and free enterprise.

Because of all of the links to UN organizations and the global agenda indoctrination that is part of the IB curriculum, many parents will opt to keep their children out of IB programs. It is NOT fair that their students will then be at a disadvantage when applying for scholarships!

(go here to find your Senator: http://le.utah.gov/GIS/findDistrict.jsp)

Express  concerns over giving weighted consideration to IB, and ask them to VOTE “YES” on Amendments to take IB out of the bill!

Sen. Luz Robles 801-550-6434 cell
Sen. Jim Dabakis 801-815-3533 cell
Sen. Gene Davis 801-647-8924 cell
Sen. Pat Jones 801-278-7667 hm
Sen. Karen Mayne 801-968-7756 hm
Sen. Wayne Harper 801-566-5466 hm
Sen. Deidre Henderson 801-787-6197 cell
Sen. Brian Shiozawa 801-230-3406 hm
Sen. Wayne Niederhauser 801-942-3398 hm
Sen. Aaron Osmond 801-888-8742 cell
Sen. Howard Stephenson 801-572-1038 hm
Sen. Daniel Thatcher 801-759-4746 cell
Sen. Mark Madsen 801-361-4787 wk
Sen. John Valentine 801-224-1693 hm
Sen. Margaret Dayton 801-221-0623 hm * NO NEED TO CALL HER – SHE GETS IT!
Sen. Curt Bramble 801-361-5802 cell
Sen. Peter Knudson 435-730-4569 cell
Sen. Stuart Reid 801-337-4182 cell
Sen. Allen Christensen 801-782-5600 hm
Sen. Scott Jenkins 801-731-5120 hm
Sen. Stuart Adams 801-593-1776 hm
Sen. Todd Weiler 801-599-9823 cell
Sen. Ralph Okerlund 435-979-7077 cell
Sen. Lyle Hillyard 435-753-0043 hm
Sen. Kevin VanTassell 435-790-0675 cell
Sen. David Hinkins 435-384-5550 hm
Sen. Evan Vickers 435-817-5565 cell
Sen. Steven Urquhart 435-668-7759 wk

The Bill Sponsor is Sen. Jerry Stevenson 801-678-3147 cell
Make sure he understands IB and is willing to amend it out of the bill!

HERE ARE E-MAIL ADDRESSES

dhinkins@le.utah.gov
kvantassell@le.utah.gov
lhillyard@le.utah.gov
rokerlund@le.utah.gov
tweiler@le.utah.gov
jsadams@le.utah.gov
jwstevenson@le.utah.gov
sjenkins@le.utah.gov
achristensen@le.utah.gov
screid@le.utah.gov
pknudson@le.utah.gov
curt@cbramble.com
mdayton@le.utah.gov
jvalentine@le.utah.gov
mmadsen@le.utah.gov
dthatcher@le.utah.gov
hstephenson@le.utah.gov
aosmond@le.utah.gov
wniederhauser@le.utah.gov
standoc10@comcast.net
dhenderson@le.utah.gov
wharper@le.utah.gov
kmayne@le.utah.gov
pjones@le.utah.gov
gdavis@le.utah.gov
jdabakis@le.utah.gov
lrobles@le.utah.gov
surquhart@le.utah.gov
evickers@le.utah.gov

Video from Nevada Principal – How I.B. compares to A.P.

This video assesses the qualities of I.B. and A.P., tells which program most universities prefer, which program offers more choices to students, what similarities exist between A.P. and I.B. programs; the principal prefers A.P.

Declaration of Independence from Common Core   2 comments

Declaration of Independence from Common Core

–inspired by the 1776 Declaration of Independence

February 5, 2013.

When in the Course of human events, it becomes necessary…[for parents and teachers] to dissolve the [educational policy] bands which have connected them with [Common Core Governance] and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, [Educational] Liberty and the pursuit of [Educational] Happiness [while free from surveillance tracking by government longitudinal databases and P-20 Councils].

–That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, –That whenever any Form of Government [such as the Common Core Initiative] becomes destructive of these ends, it is the Right of the People to alter or to abolish it [Common Core Initiative], and to institute new [education policy], laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that [High standards, such as those held previously by Massachusetts, California and other states] long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations [such as those brought by Common Core and its testing and data collection] pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government [False Educational Standards], and to provide new Guards for their future security.[State-vetted standards]

–Such has been the patient sufferance of these Colonies [States] ; and such is now the necessity which constrains them to alter their former Systems of Government [Education policy]. The history of the present  [Governance of Common Core] is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.

[Common Core Governance refuses to allow those governed by it, to vote or consent to its standards, tests, data collection and rules] which is wholesome and necessary for the public good.
[Common Core Governance has made promises of academic grandeur without showing empirical evidence or references for these claims; when pressed, Common Core governance has] utterly neglected to attend to them.

[Common Core Governance has, by sliding under the public radar, essentially forbidden state legislators] to [have time to see rules] of immediate and pressing importance, [dealing with Common Core’s cost and academic veracity.

[Common Core Governance] has refused to [allow Constitutional education and has asked]  large districts of people [to]   relinquish the right of Representation in the [Common Core Governance], a right inestimable to them…

[Common Core Governance] has called together [teacher professional development conference] bodies at places… for the sole purpose of fatiguing them into compliance with his measures.
[Common Core Governance has bribed and/or deceived state leaders and thus] has dissolved [the rights of sovereignty of states and school districts] repeatedly, [and has dismissed with mislabling, as extremists, any who stand] opposing with manly firmness [these] invasions on the rights of the people.

[Common Core Governance has refused to provide a method of amendment for the Common Core] and has endeavoured to prevent the population of these States [from having a fair voice in their creation]; for that purpose obstructing the Laws for [writing and amendment of standards]; refusing to [ask Congress] before altering family privacy regulations; and raising the conditions of new Appropriations of [Private Student Data], the States remaining in the mean time exposed to all the dangers of [privacy] invasion from without, and convulsions within.
[Common Core Governance] has obstructed the Administration of Justice, by [breaking Constitutional law and the General Educational Provisions Act] by [entering into micromanaging Cooperative Agreements with test-writing consortia].

[Common Core testing Governance] has made [all schools and teachers] dependent on [its] Will  for the tenure of their offices, and the [continued] payment of their salaries.

[Common Core Governance] has made [school districts and teachers] dependent on [its] Will [even in states that rejected Common Core, such as Texas, by bribing districts with money under Race To The Top], a gross misuse of taxpayer dollars.

[Common Core Governance] has erected a multitude of New Offices, [and technologies] and sent hither swarms of Officers [propaganda-wielding spokespeople] to harrass our people, and eat out their [hearts and minds] substance.
[Common Core Governance]  has kept among us… standing [educational standards and citizen surveillance tools, including P-20 Councils and federally funded State Longitudinal Database Systems] without the Consent of our legislatures.
[Common Core Governance]  has affected to render the [unelected boards such as Council of Chief State School Officers and National Governors' Association] independent of and superior to the Civil power.
[Common Core Governance]  has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; [this includes quoting from, accepting money from, and/or aligning with the goals of, anti-constitutional activists such as Bill Gates, Bill Ayers, and Sir Michael Barber and UNESCO,] giving  Assent to their Acts of pretended Legislation:
For Quartering large bodies of [unwanted educational rules such as the rule that eliminates cursive writing for all children, the deletion of the majority of classic literature for all students, and the diminishment of traditional math teaching] among us:
For protecting them, [the unwanted rules] by a mock Trial [Common Core Validation Commttee], from punishment for any [damages] which they should commit on the Inhabitants of these States:
For cutting off our [ability to innovate via the 15% limit on improvements to Common Core]:

For imposing [Common Core education, data collection, and tests] on us without our Consent [nor a vote]:

For depriving us … of the benefits of [a standards] Trial [the standards having not been tried anywhere before their imposition on the States]:

For [figuratively] transporting us beyond Seas to be [indoctrinated into 'global citizenship' above U.S. citizenship]
For abolishing the free System of [state sovereignty over education], establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies [States]:

For taking away our [local control], abolishing [or severely altering] our most valuable Laws [such as the Family Educational Rights Provisions Act], and altering fundamentally the Forms of our [local educational] Governments:

For suspending our own [local decisionmakers], and declaring themselves invested with power to legislate for us in all [educational testing, datat collection and standards] cases whatsoever.
[Common Core Governance] has abdicated [Constitutional] Government… by declaring [Common Core to be state-led],  thus waging educational War against us [using lies].

[Common Core Governance] has plundered our [literature], ravaged our [math], [ended our cursive writing lessons], and destroyed [freedom from student surveillance and longitudinal tracking] of our people.

[Common Core Governance] is at this time transporting large Armies of [social studies and science standards] to compleat the works of [educational damage]….

[Common Core Governance] has constrained our fellow [teachers] taken Captive on the high [propaganda] to bear [false witness in support of Common Core] against their [consciences], to become the [executers of Common Core and its tests] upon [students] friends and Brethren, or to fall themselves by [losing their jobs].
[Common Core Governance] has excited domestic [corporations] amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless [Common Core Implementation Opportunist] Savages, whose known rule of warfare, is an undistinguished destruction of [formerly cherished traditional education] for all ages, sexes and conditions.

In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. An [Educational Governance system] whose character is thus marked by every act which may define a Tyrant, is unfit to be the [educational sovereign] of a free people.

Nor have We been wanting in attentions to our [state school boards]. We have warned them from time to time of attempts by the [Common Core Governance] to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our [high quality and control of education]. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

We, therefore, the Representatives of the [teachers and parents] in the  united States of America… appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these [local school districts], solemnly publish and declare, That these United Colonies are, and of Right ought to be [Educationally] Free and Independent States; that they are Absolved from all Allegiance to the [Common Core Governance]  and that all political connection between them and the [Common Core Governance] is and ought to be totally dissolved; and that as [Educationally] Free and Independent States, they have full Power to levy [Educational standards], conclude Peace, contract Alliances, establish [non-CC-aligned educational] Commerce, and to do all other Acts and Things which [Educationally] Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our [Educational] Fortunes and our sacred Honor.

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