GLOBAL EDUCATION from The E-Files - The Truth About Education

THE E-FILES NUMBER THREE JUNE-JULY, 2000

THE SUBJECT OF THIS E-FILE IS GLOBAL EDUCATION. The main purpose of nearly all education reform since at least the early 1940s has been to prepare people for global governance. Some people have become aware of the degree to which education has become federalized; far fewer know that education is actually “globalized.”

GLOBAL GOVERNANCE goes by other names such as “interdependence,” “global democracy,” “globalization,” and “New World Order.” There have been too many speeches, publications, and international conferences—one needs a scorecard to keep track of those—to believe that plans for world government are paranoid delusions. You probably have not heard too much about it in the media.

SCHOOL TO WORK AND DATA COLLECTION discussed in E-Files 1 and 2 are important parts of the global agenda. If you were to relocate to England, Ireland, Switzerland, Australia, Canada, or many other countries, you would find the same rapidly accelerating trends towards vocational training, the surveying of students’ attitudes, group learning, de-emphasis on competition, conflict resolution training, minimization of learning of facts, “facilitation” instead of teaching, explicit sex education, and so on.

SOME EDUCATION INTERNATIONALIZATION HISTORY:

CHARLOTTE THOMSON ISERBYT has written a comprehensive chronology of education, “The Deliberate Dumbing Down of America.” It notes: “CARNEGIE AND ROCKEFELLER FOUNDATIONS PLANNED THE DEMISE OF TRADITIONAL ACADEMIC education in 1918. Rockefeller’s focus would be national education; Carnegie would be in charge of international education.”

ANOTHER COMPREHENSIVE CHRONOLOGY is in “American 2000/Goals 2000—Moving the Nation Educationally to a “New World Order” compiled by James R. Patrick, published by Citizens for Academic Excellence of Moline, Illinois.

“GLOBAL GOVERNANCE: WHY? HOW? WHEN?” a report from the Murchison Chair of Free Enterprise (www.engr.utexas.edu/cofe/governance/Default.htm) contains an article entitled “The Rise of Global Governance” by Henry Lamb. It says, “The ink on the UN Charter had not yet dried when the Charter for UNESCO (United Nations Educational, Scientific, and Cultural Organization) was presented in London, November, 1945…UNESCO was created to construct a world-wide education program to prepare the world for global governance. (Julian) Huxley believed the world needed a single, global government…He described UNESCO’s philosophy as global, scientific humanism…From the beginning, UNESCO has designed programs to capture children at the earliest possible age to begin the educational process.”

BEVERLY EAKMAN, IN “CLONING OF THE AMERICAN MIND,” writes that UNESCO was established through grants from the NEA’s War and Peace Fund and the Carnegie Corporation in 1946. Eakman wrote that an NEA publication, “Education for International Understanding in American Schools,” said: “Enduring peace cannot be achieved so long as the nation-state system continues as at present constituted…

Nationalism is the product of the modern period…It is a feeling of loyalty to one’s nation-state. Loyalty to one’s family, to one’s local community, to one’s own group seems to develop naturally when the contacts are agreeable to a person. An extension of that loyalty to a larger area, such as a nation, has been attained by the adoption of patriotic songs, setting aside national holidays, teaching the greatness of the nation’s heritage, use of uniform language, and establishment of schools where youth are taught patriotism and their duties to their native land. Unfortunately man did not attain peace through the nation-state system.”

THE ASPEN INSTITUTE FOR HUMANISTIC STUDIES, according to a 1979 journal produced by The Center for Global Studies, is “a place where the world’s elite gather to consider to problems of governance and to set forth possible plans for the future of humanity.” (Such modest goals!) In a paper in that journal Ward Morehouse wrote: “Historically, one of the principal social purposes of the American common school was to fashion a national identity out of a population of diverse origins. …a number of prescriptions are still on the statute books of many of our states which require specified amounts of time in the curriculum for the study of American history and government and which stipulate that the language of instruction in public schools must be English…While no one would dispute the central importance of the study of our national history and government…it is frequently carried to an excessive degree…”

(WELL, THEY TOOK CARE OF THAT: According to a recent study of college seniors, “Losing America’s Memory, Historical Illiteracy in the 21^st Century,” conducted by the Roper Organization, four out of five seniors at American’s top 55 universities earned a D or an F on a high school history achievement test. At each of the schools studied it is possible for students to graduate without taking a single American history class. A recent NAEP test showed that only 26 percent of high school seniors had “proficient” knowledge of the workings of the government, rendering them, one would suspect, susceptible to misinformation.)

UNESCO’S 1973 EDUCATION PLAN, “TOWARDS A CONCEPTUAL MODEL OF LIFE-LONG EDUCATION,” foretold what would later emerge in the U.S. as School-to-Work, Goals 2000, and educational technology/methodology including teaching techniques, methods of class grouping, prescribed curriculum, promotion of students and their certification, and media of communication.

THE CREATION OF THE U.S. DEPARTMENT OF EDUCATION in 1978 established the link between U.S. education and all the international agencies that answer to the U.N.

THE 1990 WORLD CONFERENCE ON EDUCATION FOR ALL, sponsored by, among others, The World Bank and UNESCO, was held on March 5-9 in Jomtien, Thailand. “Outcomes” for all children were approved at this conference. The six goals announced by UNESCO became the original six goals for the American version of the global education system.

THE U.S. COALITION FOR EDUCATION FOR ALL was established to implement the goals established at the Thailand conference. At its Oct./Nov. 1991 conference were many attendees and speakers from the U.S. as well as from the U.N., UNESCO, and UNICEF.

UNESCO LAUNCHED A NEW INTERNATIONAL PROJECT ON TECHNICAL AND VOCATIONAL EDUCATION, UNEVOC, IN 1992. Based on plans from its 1989 convention (www.unevoc.de/convention/index.htm), it is the international system parallel to the American School to Work Initiative. It was designed to “create more effective working relationships between UNESCO and such agencies as ILO (International Labor Organization), regional organizations, NGOs (Non Governmental Organizations), public and private funding sources and the private business community. The overall aim is to network policy planners, teacher training and technical institutes, teachers, schools and students throughout the world…” according to the UNESCO website. (See www.unesco.org/education/educprog/seoul/document/cover.html.

“THE REVOLT OF THE ELITES AND THE BETRAYAL OF DEMOCRACY” was published in 1995. In his critique of the global professional and management elites, the late Christopher Lasch noted that it was the upper classes who no longer felt ties to nation, religion, tradition, family, neighborhood. Lasch wrote: “Many of them have ceased to think of themselves as Americans in any important sense, implicated in America’s destiny for better worse. Their ties to an international culture of work and leisure…make them deeply indifferent to the prospect of American national decline…The same tendencies are at work all over the world. In Europe referenda on unification have revealed a deep and widening gap between the political classes and the more humble members of society, who fear that the European Economic Community will be dominated by bureaucrats and technicians devoid of any feelings of national identity or allegiance. A Europe governed from Brussels, in their view, will be less and less amenable to popular control.”

(THE E-FILER CAN RELATE TO THAT. Witness what happened to the Berkeley school system. 30-some years ago, people moved here from across the country to have their children educated in our schools. A superintendent named Neil Sullivan was drafted by Robert F. Kennedy, no less, to start the well-intended busing program as well as a slew of other reforms. Since then, there probably isn’t an idea that hasn’t been attempted, many of them based on federal plans for Title 1 funds. In 2000, many people have become disenfranchised from the local school system, as evidenced by the number of area private schools. Thus my pessimism for education—or governance—planned at the global level, despite its flowery language about global peace, education for all, etc.)

THE NEW TRANSATLANTIC AGENDA (NTA) was created in December 1995 and was the subject of a 1997 conference in Washington of 300 American and European government and business “partners.” The NTA “would encourage big business collaboration with government in building our New Transatlantic Marketplace.” According to education journalist Robert Holland, in the August, 1998 issue of Middle American News, “Enlistment of private business in advancing state managed economic schemes is properly called corporatism, a doctrine practiced by Italian fascist Benito Mussolini in the 1930s. The difference now is that corporatism has gone global. The NTA conference indicated that technological links, education, programs for culture and youth, and initiatives to construct a “civil society” (more on this later on) would be important components of the NTA, along with business/labor “partnerships in the global economy...Control of citizens and workers through an international system of training becomes vital to effecting global integration…In December 1995, the partners established a transnational program for coordinating higher education with vocational education and training. …key decisions about the purposes of education, and access to it, shift out of the hands of local elected representatives and into the keepers of the global web. As the NTA has taken shape, its link with the federal School-to-Work program being implemented in all 50 states has become clearer.” NTA enthusiastically endorsed the organization ACHIEVE, a “self-perpetuating council of Fortune 500 CEOs and state governors that sprang from the invitation-only National Education Summit at IBM headquarters in New York. ACHIEVE was set up to monitor each state’s progress in developing education standards predicated on School-to-Work—that is, they focus on preparing children to be compliant workers in the global economy rather than well rounded, independent thinking individuals.” (See information on NTA agreement at: www.usis.usemb.se/topical/pol/atlcomm/archeu.htm.)

(See http://europa.eu.int/en/comm/dg22/frontus.html also.)

MACHIAVEL PEDAGOGUE OU LE MINISTERE DE LA REFORME PSCYHOLOGIQUE by Pascal Bernadin (translated, “ Machiavellian Pedagogy or the Ministry of Psychological Reform) was published in 1995. It evaluated UNESCO’s role in the transformation of education. Charlotte Iserbyt translated this portion: “This pedagogical revolution attempts to impose an ethic for the creation of a new society and to establish an intercultural society. The new ethic is nothing more than a remarkable presentation of a communist utopia. A study of the documents leaves no doubt, under cover of ethics and behind a rhetoric and remarkable dialectic, of a communist ideology for which only the presentation and the means of action have been modified…One no longer gives students intellectual tools for liberation but imposes on them values, attitudes, and behavior using psychological manipulation techniques.”

THE COMMISSION ON GLOBAL GOVERNANCE (www.cgg.ch/) released its report, three years in the making, in 1995. It was entitled, “Our Global Neighborhood” (ISBN 0-19-827997-3.) It made specific recommendations designed to transform the U.N. into the center and source of global governance. Its recommendations included the creation of the International Criminal Court, creation of The Peoples’ Assembly, global taxation authority, and the elimination of the veto in the Security Council. (See article about this at www.eco.freedom.org/el/2000601/ggstuff.shtml.)

ROBERT MULLER WROTE HIS “WORLD CORE CURRICULUM” FOR UNESCO, 1995. Muller, the “father of global education,” long-time Secretary-General of the UN’s Economic and Social Council under which the UNESCO operates, and founder of the “School of Ageless Wisdom,” a New Age think tank in Arlington, Texas, stated the first goal of his Curriculum was “Assisting the child in becoming an integrated individual who can deal with personal experience while seeing himself as a part of ‘the greater whole.’ In other words, promote growth of the group idea, so that group good, group understanding, group interrelations and group good will replace all limited, self-centered objectives, leading to group consciousness.” According to Beverly Eakman, New Age doctrine today is characterized by nihilism, narcissism, futurism, and Eastern mysticism.

The World Core Curriculum states: “The underlying philosophy upon which the Robert Muller School is based will be found in the teachings set forth in the books of Alice A. Bailey, by the Tibetan teacher, Djwhal Khul and the teachings of M. Morya as given in the Agni Yoga Series books. Alice Bailey established the Lucifer Publishing Company, renamed the Lucis Press in 1924, to publish and distribute her own writings and those of Djwhal Khul, which were some 20 books written by Bailey as the “channeling” agent for the disembodied Tibetan she called Djwhal Khul.” (Information from “Global Governance: Why? How? When?” mentioned above, and found in many other sources.)

Find more on Robert Muller and his pedagogy at: www.worldpeace2000.org/ideas/ (scan down to bottom, follow links) and at: www.unol.org/rms/ to Robert Muller School ; http://members.aol.com/wpeace2000/un.htm, Global conference, UfP Costa Rica, Peace Links at bottom, and Education—top line, far right. Under Education for Peace, click Global Education Model UN, go to Muller’s school at bottom. www.dnai.com/~ngnews/uni7.htm, where the Tibetan and Alice Bailey quoted throughout the World Core Curriculum. (See the same pedagogy in our local schools?)

http://spircom.org/links.htm: related web sites including Lucis Trust and Alice Bailey.

www.usfoundation.org/HELP.htm: go to Our Mission; New Life Curriculum Forum.

www.yosemite.net/sources/sevenray.htm or just search on University of Seven Rays.

THE MINISTRY OF LABOUR OF THE REPUBLIC OF KOREA laid out the globalization agenda for education in a paper published in May 1997. He served as Secretariat for the 2^nd Human Resources Ministerial Meeting of APEC, the Asia-Pacific Economic Cooperation, a grouping of eighteen “economies” with borders on the Pacific, in Asia and the Americas. Comments writer Larry Kuehn: “How can a paper produced in Korea be directly relevant to education issues in Canada, the U.S., Malaysia and Indonesia? It can happen because there is a very high degree of consensus among an international elite of corporate executives, government officials and bureaucrats in international agencies such as the OECD.” His piece, “ Schools for globalized business” can be found at: www.corpwatch.org/trac/feature/education/global/apec.html . Among other comments Kuehn says, “It should not come as a surprise that a collection of economies that includes a number of repressive states would not place a high value on education serving to prepare people to participate in a democratic society,” and focusing on education as preparing workers for business not only serves the economic interests of transnational corporations. It also reduces the capacity of people to demand that governments take action to limit the power of corporations over their lives.”

UNEVOC’S SECOND INTERNATIONAL CONGRESS ON TECHNICAL AND VOCATIONAL EDUCATION was held in Korea, April, 1999. www.unevoc.de/congress/pdf/cld07e.pdf.

WHAT IS “CIVIL SOCIETY”? This is how one participates in “democracy” as a “global citizen.” It was described in a report on the Millennium Forum, a meeting held in May 2000 at the United Nations in New York (www.milleniumforum.org/index.html). A conference document was adopted that “is supposed to represent the views of “civil society” on how the world should be governed in the 21^st century.” (You weren’t invited? Maybe your invitation was lost in the mail.) It says, “Applicants had to be bona fide members of an accredited NGO, and then submit a written application explaining why they should be selected to participate. A committee of NGO leaders, blessed by the U.N., made the final selection of those individuals who were allowed to participate. This is civil society according to the United Nations.” (Quotes from report on Millenium Forum, held on recommendation of the Commission on Global Governance, at www.eco.freedom.org/el/20000601/ngoforum.shtml.)

In February 2000, a U.K. People’s Millenium Hearing was held in Britain; same new “civil society”; check it out at www.oneworld.org/UNA_UK/hearing1.html.

OTHER GLOBAL CONFERENCES, upcoming and past:

THE EARTH CHARTER: www.earthcharter.org

STATE OF THE WORLD FORUM: www.worldforum.org

WORLD ECONOMIC FORUM: www.weforum.org

CHARTER FOR GLOBAL DEMOCRACY (CHARTER 99): www.i-p-o.org/global-democracy.htm (to be retooled at Millenium Assembly September 2000 in NYC to restructure the U.N. in preparation for their planned global governance.)

THE GLOBAL NEW DEAL: see critique at: www.freedomalliance.org/unupdate/Issuebriefs/9unib000508.htm.

WORSE CASE SCENARIO from Russell Kirk, 1953: “Democracy, in the old sense, must be sacrificed to the New Society; freedom, in the old sense, must be forgotten. How long might the planned society retain the theory and form of socialism? …This would not be capitalism, nor yet socialism; it is the colossal state created for its own sake. …The New Society…at first might seem a convenient arrangement for enforcing equality of condition. But its structure…especially facilitates ends quite different, the gratification of a lust for power and the destruction of all ancient institutions in the interest of the new dominant elites. It is C.S. Lewis’ “That Hideous Strength.” …Big Brother appears to show the donkey the stick instead of the carrot. A powerful new element in society hopes to play the role of Big Brother, to manage all human concerns.”

THE TRUTH IS OUT THERE. More of it in the next E-File.

The E-Files
Susan O’Donnell
efiler@pacbell.net


Copyright 2000, E-Files. All Rights Reserved. Web Design by LMi.net	THE E-FILES NUMBER THREE JUNE-JULY, 2000 THE SUBJECT OF THIS E-FILE IS GLOBAL EDUCATION. The main purpose of nearly all education reform since at least the early 1940s has been to prepare people for global governance. Some people have become aware of the degree to which education has become federalized; far fewer know that education is actually “globalized.” GLOBAL GOVERNANCE goes by other names such as “interdependence,” “global democracy,” “globalization,” and “New World Order.” There have been too many speeches, publications, and international conferences—one needs a scorecard to keep track of those—to believe that plans for world government are paranoid delusions. You probably have not heard too much about it in the media. SCHOOL TO WORK AND DATA COLLECTION discussed in E-Files 1 and 2 are important parts of the global agenda. If you were to relocate to England, Ireland, Switzerland, Australia, Canada, or many other countries, you would find the same rapidly accelerating trends towards vocational training, the surveying of students’ attitudes, group learning, de-emphasis on competition, conflict resolution training, minimization of learning of facts, “facilitation” instead of teaching, explicit sex education, and so on. SOME EDUCATION INTERNATIONALIZATION HISTORY: CHARLOTTE THOMSON ISERBYT has written a comprehensive chronology of education, “The Deliberate Dumbing Down of America.” It notes: “CARNEGIE AND ROCKEFELLER FOUNDATIONS PLANNED THE DEMISE OF TRADITIONAL ACADEMIC education in 1918. Rockefeller’s focus would be national education; Carnegie would be in charge of international education.” ANOTHER COMPREHENSIVE CHRONOLOGY is in “American 2000/Goals 2000—Moving the Nation Educationally to a “New World Order” compiled by James R. Patrick, published by Citizens for Academic Excellence of Moline, Illinois. “GLOBAL GOVERNANCE: WHY? HOW? WHEN?” a report from the Murchison Chair of Free Enterprise (www.engr.utexas.edu/cofe/governance/Default.htm) contains an article entitled “The Rise of Global Governance” by Henry Lamb. It says, “The ink on the UN Charter had not yet dried when the Charter for UNESCO (United Nations Educational, Scientific, and Cultural Organization) was presented in London, November, 1945…UNESCO was created to construct a world-wide education program to prepare the world for global governance. (Julian) Huxley believed the world needed a single, global government…He described UNESCO’s philosophy as global, scientific humanism…From the beginning, UNESCO has designed programs to capture children at the earliest possible age to begin the educational process.” BEVERLY EAKMAN, IN “CLONING OF THE AMERICAN MIND,” writes that UNESCO was established through grants from the NEA’s War and Peace Fund and the Carnegie Corporation in 1946. Eakman wrote that an NEA publication, “Education for International Understanding in American Schools,” said: “Enduring peace cannot be achieved so long as the nation-state system continues as at present constituted… Nationalism is the product of the modern period…It is a feeling of loyalty to one’s nation-state. Loyalty to one’s family, to one’s local community, to one’s own group seems to develop naturally when the contacts are agreeable to a person. An extension of that loyalty to a larger area, such as a nation, has been attained by the adoption of patriotic songs, setting aside national holidays, teaching the greatness of the nation’s heritage, use of uniform language, and establishment of schools where youth are taught patriotism and their duties to their native land. Unfortunately man did not attain peace through the nation-state system.” THE ASPEN INSTITUTE FOR HUMANISTIC STUDIES, according to a 1979 journal produced by The Center for Global Studies, is “a place where the world’s elite gather to consider to problems of governance and to set forth possible plans for the future of humanity.” (Such modest goals!) In a paper in that journal Ward Morehouse wrote: “Historically, one of the principal social purposes of the American common school was to fashion a national identity out of a population of diverse origins. …a number of prescriptions are still on the statute books of many of our states which require specified amounts of time in the curriculum for the study of American history and government and which stipulate that the language of instruction in public schools must be English…While no one would dispute the central importance of the study of our national history and government…it is frequently carried to an excessive degree…” (WELL, THEY TOOK CARE OF THAT: According to a recent study of college seniors, “Losing America’s Memory, Historical Illiteracy in the 21^st Century,” conducted by the Roper Organization, four out of five seniors at American’s top 55 universities earned a D or an F on a high school history achievement test. At each of the schools studied it is possible for students to graduate without taking a single American history class. A recent NAEP test showed that only 26 percent of high school seniors had “proficient” knowledge of the workings of the government, rendering them, one would suspect, susceptible to misinformation.) UNESCO’S 1973 EDUCATION PLAN, “TOWARDS A CONCEPTUAL MODEL OF LIFE-LONG EDUCATION,” foretold what would later emerge in the U.S. as School-to-Work, Goals 2000, and educational technology/methodology including teaching techniques, methods of class grouping, prescribed curriculum, promotion of students and their certification, and media of communication. THE CREATION OF THE U.S. DEPARTMENT OF EDUCATION in 1978 established the link between U.S. education and all the international agencies that answer to the U.N. THE 1990 WORLD CONFERENCE ON EDUCATION FOR ALL, sponsored by, among others, The World Bank and UNESCO, was held on March 5-9 in Jomtien, Thailand. “Outcomes” for all children were approved at this conference. The six goals announced by UNESCO became the original six goals for the American version of the global education system. THE U.S. COALITION FOR EDUCATION FOR ALL was established to implement the goals established at the Thailand conference. At its Oct./Nov. 1991 conference were many attendees and speakers from the U.S. as well as from the U.N., UNESCO, and UNICEF. UNESCO LAUNCHED A NEW INTERNATIONAL PROJECT ON TECHNICAL AND VOCATIONAL EDUCATION, UNEVOC, IN 1992. Based on plans from its 1989 convention (www.unevoc.de/convention/index.htm), it is the international system parallel to the American School to Work Initiative. It was designed to “create more effective working relationships between UNESCO and such agencies as ILO (International Labor Organization), regional organizations, NGOs (Non Governmental Organizations), public and private funding sources and the private business community. The overall aim is to network policy planners, teacher training and technical institutes, teachers, schools and students throughout the world…” according to the UNESCO website. (See www.unesco.org/education/educprog/seoul/document/cover.html. “THE REVOLT OF THE ELITES AND THE BETRAYAL OF DEMOCRACY” was published in 1995. In his critique of the global professional and management elites, the late Christopher Lasch noted that it was the upper classes who no longer felt ties to nation, religion, tradition, family, neighborhood. Lasch wrote: “Many of them have ceased to think of themselves as Americans in any important sense, implicated in America’s destiny for better worse. Their ties to an international culture of work and leisure…make them deeply indifferent to the prospect of American national decline…The same tendencies are at work all over the world. In Europe referenda on unification have revealed a deep and widening gap between the political classes and the more humble members of society, who fear that the European Economic Community will be dominated by bureaucrats and technicians devoid of any feelings of national identity or allegiance. A Europe governed from Brussels, in their view, will be less and less amenable to popular control.” (THE E-FILER CAN RELATE TO THAT. Witness what happened to the Berkeley school system. 30-some years ago, people moved here from across the country to have their children educated in our schools. A superintendent named Neil Sullivan was drafted by Robert F. Kennedy, no less, to start the well-intended busing program as well as a slew of other reforms. Since then, there probably isn’t an idea that hasn’t been attempted, many of them based on federal plans for Title 1 funds. In 2000, many people have become disenfranchised from the local school system, as evidenced by the number of area private schools. Thus my pessimism for education—or governance—planned at the global level, despite its flowery language about global peace, education for all, etc.) THE NEW TRANSATLANTIC AGENDA (NTA) was created in December 1995 and was the subject of a 1997 conference in Washington of 300 American and European government and business “partners.” The NTA “would encourage big business collaboration with government in building our New Transatlantic Marketplace.” According to education journalist Robert Holland, in the August, 1998 issue of Middle American News, “Enlistment of private business in advancing state managed economic schemes is properly called corporatism, a doctrine practiced by Italian fascist Benito Mussolini in the 1930s. The difference now is that corporatism has gone global. The NTA conference indicated that technological links, education, programs for culture and youth, and initiatives to construct a “civil society” (more on this later on) would be important components of the NTA, along with business/labor “partnerships in the global economy...Control of citizens and workers through an international system of training becomes vital to effecting global integration…In December 1995, the partners established a transnational program for coordinating higher education with vocational education and training. …key decisions about the purposes of education, and access to it, shift out of the hands of local elected representatives and into the keepers of the global web. As the NTA has taken shape, its link with the federal School-to-Work program being implemented in all 50 states has become clearer.” NTA enthusiastically endorsed the organization ACHIEVE, a “self-perpetuating council of Fortune 500 CEOs and state governors that sprang from the invitation-only National Education Summit at IBM headquarters in New York. ACHIEVE was set up to monitor each state’s progress in developing education standards predicated on School-to-Work—that is, they focus on preparing children to be compliant workers in the global economy rather than well rounded, independent thinking individuals.” (See information on NTA agreement at: www.usis.usemb.se/topical/pol/atlcomm/archeu.htm.) (See http://europa.eu.int/en/comm/dg22/frontus.html also.) MACHIAVEL PEDAGOGUE OU LE MINISTERE DE LA REFORME PSCYHOLOGIQUE by Pascal Bernadin (translated, “ Machiavellian Pedagogy or the Ministry of Psychological Reform) was published in 1995. It evaluated UNESCO’s role in the transformation of education. Charlotte Iserbyt translated this portion: “This pedagogical revolution attempts to impose an ethic for the creation of a new society and to establish an intercultural society. The new ethic is nothing more than a remarkable presentation of a communist utopia. A study of the documents leaves no doubt, under cover of ethics and behind a rhetoric and remarkable dialectic, of a communist ideology for which only the presentation and the means of action have been modified…One no longer gives students intellectual tools for liberation but imposes on them values, attitudes, and behavior using psychological manipulation techniques.” THE COMMISSION ON GLOBAL GOVERNANCE (www.cgg.ch/) released its report, three years in the making, in 1995. It was entitled, “Our Global Neighborhood” (ISBN 0-19-827997-3.) It made specific recommendations designed to transform the U.N. into the center and source of global governance. Its recommendations included the creation of the International Criminal Court, creation of The Peoples’ Assembly, global taxation authority, and the elimination of the veto in the Security Council. (See article about this at www.eco.freedom.org/el/2000601/ggstuff.shtml.) ROBERT MULLER WROTE HIS “WORLD CORE CURRICULUM” FOR UNESCO, 1995. Muller, the “father of global education,” long-time Secretary-General of the UN’s Economic and Social Council under which the UNESCO operates, and founder of the “School of Ageless Wisdom,” a New Age think tank in Arlington, Texas, stated the first goal of his Curriculum was “Assisting the child in becoming an integrated individual who can deal with personal experience while seeing himself as a part of ‘the greater whole.’ In other words, promote growth of the group idea, so that group good, group understanding, group interrelations and group good will replace all limited, self-centered objectives, leading to group consciousness.” According to Beverly Eakman, New Age doctrine today is characterized by nihilism, narcissism, futurism, and Eastern mysticism. The World Core Curriculum states: “The underlying philosophy upon which the Robert Muller School is based will be found in the teachings set forth in the books of Alice A. Bailey, by the Tibetan teacher, Djwhal Khul and the teachings of M. Morya as given in the Agni Yoga Series books. Alice Bailey established the Lucifer Publishing Company, renamed the Lucis Press in 1924, to publish and distribute her own writings and those of Djwhal Khul, which were some 20 books written by Bailey as the “channeling” agent for the disembodied Tibetan she called Djwhal Khul.” (Information from “Global Governance: Why? How? When?” mentioned above, and found in many other sources.) Find more on Robert Muller and his pedagogy at: www.worldpeace2000.org/ideas/ (scan down to bottom, follow links) and at: www.unol.org/rms/ to Robert Muller School ; http://members.aol.com/wpeace2000/un.htm, Global conference, UfP Costa Rica, Peace Links at bottom, and Education—top line, far right. Under Education for Peace, click Global Education Model UN, go to Muller’s school at bottom. www.dnai.com/~ngnews/uni7.htm, where the Tibetan and Alice Bailey quoted throughout the World Core Curriculum. (See the same pedagogy in our local schools?) http://spircom.org/links.htm: related web sites including Lucis Trust and Alice Bailey. www.usfoundation.org/HELP.htm: go to Our Mission; New Life Curriculum Forum. www.yosemite.net/sources/sevenray.htm or just search on University of Seven Rays. THE MINISTRY OF LABOUR OF THE REPUBLIC OF KOREA laid out the globalization agenda for education in a paper published in May 1997. He served as Secretariat for the 2^nd Human Resources Ministerial Meeting of APEC, the Asia-Pacific Economic Cooperation, a grouping of eighteen “economies” with borders on the Pacific, in Asia and the Americas. Comments writer Larry Kuehn: “How can a paper produced in Korea be directly relevant to education issues in Canada, the U.S., Malaysia and Indonesia? It can happen because there is a very high degree of consensus among an international elite of corporate executives, government officials and bureaucrats in international agencies such as the OECD.” His piece, “ Schools for globalized business” can be found at: www.corpwatch.org/trac/feature/education/global/apec.html . Among other comments Kuehn says, “It should not come as a surprise that a collection of economies that includes a number of repressive states would not place a high value on education serving to prepare people to participate in a democratic society,” and focusing on education as preparing workers for business not only serves the economic interests of transnational corporations. It also reduces the capacity of people to demand that governments take action to limit the power of corporations over their lives.” UNEVOC’S SECOND INTERNATIONAL CONGRESS ON TECHNICAL AND VOCATIONAL EDUCATION was held in Korea, April, 1999. www.unevoc.de/congress/pdf/cld07e.pdf. WHAT IS “CIVIL SOCIETY”? This is how one participates in “democracy” as a “global citizen.” It was described in a report on the Millennium Forum, a meeting held in May 2000 at the United Nations in New York (www.milleniumforum.org/index.html). A conference document was adopted that “is supposed to represent the views of “civil society” on how the world should be governed in the 21^st century.” (You weren’t invited? Maybe your invitation was lost in the mail.) It says, “Applicants had to be bona fide members of an accredited NGO, and then submit a written application explaining why they should be selected to participate. A committee of NGO leaders, blessed by the U.N., made the final selection of those individuals who were allowed to participate. This is civil society according to the United Nations.” (Quotes from report on Millenium Forum, held on recommendation of the Commission on Global Governance, at www.eco.freedom.org/el/20000601/ngoforum.shtml.) In February 2000, a U.K. People’s Millenium Hearing was held in Britain; same new “civil society”; check it out at www.oneworld.org/UNA_UK/hearing1.html. OTHER GLOBAL CONFERENCES, upcoming and past: THE EARTH CHARTER: www.earthcharter.org STATE OF THE WORLD FORUM: www.worldforum.org WORLD ECONOMIC FORUM: www.weforum.org CHARTER FOR GLOBAL DEMOCRACY (CHARTER 99): www.i-p-o.org/global-democracy.htm (to be retooled at Millenium Assembly September 2000 in NYC to restructure the U.N. in preparation for their planned global governance.) THE GLOBAL NEW DEAL: see critique at: www.freedomalliance.org/unupdate/Issuebriefs/9unib000508.htm. WORSE CASE SCENARIO from Russell Kirk, 1953: “Democracy, in the old sense, must be sacrificed to the New Society; freedom, in the old sense, must be forgotten. How long might the planned society retain the theory and form of socialism? …This would not be capitalism, nor yet socialism; it is the colossal state created for its own sake. …The New Society…at first might seem a convenient arrangement for enforcing equality of condition. But its structure…especially facilitates ends quite different, the gratification of a lust for power and the destruction of all ancient institutions in the interest of the new dominant elites. It is C.S. Lewis’ “That Hideous Strength.” …Big Brother appears to show the donkey the stick instead of the carrot. A powerful new element in society hopes to play the role of Big Brother, to manage all human concerns.” THE TRUTH IS OUT THERE. More of it in the next E-File. The E-Files Susan O’Donnell efiler@pacbell.net