Globalized Education and One World Government
By Hwaa Irfan
When we send our children to school, and have nothing more to do with the learning process, we are literally handing over our children. A growing gap occurs between the child and the family, and more so today than in the past, a growing gap that frequently cannot be bridged. We make assumptions about the whole process, but in general we allow ourselves to believe that it is either natural, and/or it is better for the child. There may be problems with the child’s learning process which we accept, but are mere labels slapped onto our children like Attention Deficit Disorder, which is in fact a product o the education system, and not arising naturally from the child. If we are faithful to our children, we might recognize that our children have qualities that need developing, and focus on that. In general, we do not question the education system because we believe it can teach our children what we cannot, and in some cases it can, but in many cases, if we honest we will learn to regret it!
Most of these recent changes in the interaction between child and school have taken place because of a growing globalization of education, a system of education that has an agenda built into the curriculum. One can observe the effects more noticeably amongst developing countries that take on curriculum packages from the West, but the restlessness, the increased level of hyperactivity, and the increased disassociation from anything of intrinsic value, we put down to the new generation. It never once crosses our mind that the curriculum is the cause of what we have grown to accept, but contributes heavily to the lack of cohesion on a child level, familial, and societal level.
For example, the case of ‘free sex’, that has been sold lock stock and barrel through the sex education program of the U.N. While Muslims have borne the brunt of this challenge, many non-Muslim parents have felt the blow too, but meanwhile a momentum is put into motion once sex becomes a focal point, for once triggered, it controls you, taking your mind away from the concerns of global governance, while members of the global elite exploit sex through children, and make it publicly acceptable via the media. But not too many people want to know about the satanic rituals of global elite paedophiles, or the fact that the National Education Authority view sex education as a useful tool in changing the values of children, so let’s get back to ‘education’.
We have heard about Trans-Formation of America, using children for sex experiments to develop mind control techniques as a part of the U.S. military Mk-ULTRA program, in order to bring about the ‘transformation’ of American society as a cohesive, submissive population that serves the interests of the global elite/governance, enabling them to maintain complete control without challenge.
A few have heard about the transformation of global society through a globalized education system, and more have experienced what that actually means, but without recognizing what it actually means because they have become willing partners in the global game. Many have been active in spreading the truth, many of them awakened teachers, but their silenced voices we will not hear. Some may have understood the game because of the increasing constraints put on homeschooling in the U.S., or the slapping of RFID tags on children to make sure they attend school, or punishment by being banned from school for not taking a vaccine. But given the increasing divestment in public education, and yet we find the P.R. mantra education has the salvation in 2012 becoming louder and louder, especially for developing countries, should we not ask the question why!
When one mentions Rockefeller in relation to global governance, one’s eyebrows will raise with every new avenue one becomes familiar with. The avenue of a global education agenda is one that Rockefeller has played a strong roll in directing. Written by Professor John I. Goodlad, the Schooling for a Global Age, was funded by the Danforth and Rockefeller Foundations, and the U.S. Department of Education. The focus was and is to prepare each person for a “better world” using the same model, and the same psychological strategies. With this, they felt that the battle for global governance could be won!
In 1952, one man who was irked by the whole situation was Senator William Jenners, and goes down in the Congressional records as having said:
“This war against our Constitution … is being fought here… in our schools… colleges… churches… women’s clubs. It is being fought with our money, channeled through the State Department. It is being fought 24 hours a day…. while we remain asleep…. The UN is at work… every day and night, changing the teachers, changing the teaching materials, changing the very words and tones–changing all the essential ideas which we imagine our schools are teaching to our young folks.”
Enter 12 ‘leading’ educationalists in November 1985, in the Netherlands for an international-curriculum symposium. Education Week reported their call for a ‘world-core curriculum’ based on knowledge that will ensure ‘peaceful and cooperative existence among the human species on this planet’.”
What is wrong with that one might say, but given the fact that most wars, and most conflicts between factions are a part of covert and overt (psy-ops) operations by the same people who call for ‘peaceful and cooperative existence’ are not exactly asking for ‘peaceful and cooperative existence’ but ‘cooperation’ with their global agenda without resistance. One of the funding bodies for that symposium in the Netherlands was the National Education Association, the same NEA that controls the experimental wing of global governance population control agendas, America.
The NEA grew out of the Rockefeller and Carnegie General Education board, which in turn grew out of experimental locations such as Colombia, Stanford and Chicago universities, and these same foundations supplied 20% of the income of colleges and universities in the early 1900s using the theories of John Dewey. Unfortunately, this same Dewey philosophy (Marxist-education) is being introduced by Egypt’s elite in 2012, in the form of a pre-school franchise in New Cairo. But back to early 1900s U.S., traditional teachers against Deweyism were silenced by huge amounts of Rockefeller-Carnegie propaganda.
John Dewey believed individuality was sanity, and the global elite/governors believe socialism is the most efficient way to control the global population in their service. Dewey co-authored the first Human Manifesto in 1933 where he stated:
“…a synthesizing and dynamic force for today must be shaped for the needs of this age. To establish such a religion is a major necessity of the present.”
A global religion is to replace all religions, a religion that puts global governance in control of the people. So any real religion is a threat to their agenda, and the easiest way is to get them pitting against one another.
The same year of Dewey’s Human Manifesto, a NEA-sponsored world conference drafted a Constitution for a World Organization of the Teaching Profession.
It would be “a mighty force in aiding UNESCO,” said William Carr, associate secretary of NEA’s Education Policies Commission.
UNESCO grew out of the International Bureau of Education, founded and funded by the Rockefeller Foundation. UNESCO’s International Baccalaureate helps to advance the global education agenda, being taught in 140 countries.
John Dewey was honorary president of the NEA in 1932, and eugenicist, Julian Huxley was the first Director-General of UNESCO; and as far back as 1976 the NEA deseminated to schools across the U.S. A Declaration of Interdependence: Education for a Global community. The recently (1993) formed Education International with Mary Hatwood Futrell as president, and former head of NEA.
From the point of view of the pupil, the first compulsory education law was passed in Massachusetts in 1852, but the first U.S. Department of Education did not come into existence until 1979, by which time, much of American mass schooling had been shaped. Buried in that history are the findings of the Reece Commission of the 1950s which found that:
The power of the individual large foundation is enormous. Its various forms of patronage carry with them elements of thought control. It exerts immense influence on educator, educational processes, and educational institutions. It is capable of invisible coercion. It can materially predetermine the development of social and political concepts, academic opinion, thought leadership, public opinion.
The power to influence national policy is amplified tremendously when foundations act in concert. There is such a concentration of foundation power in the United States, operating in education and the social sciences, with a gigantic aggregate of capital and income. This Interlock has some of the characteristics of an intellectual cartel. It operates in part through certain intermediary organizations supported by the foundations. It has ramifications in almost every phase of education.
It has come to exercise very extensive practical control over social science and education. A system has arisen which gives enormous power to a relatively small group of individuals, having at their virtual command huge sums in public trust funds.
The power of the large foundations and the Interlock has so influenced press, radio, television, and even government that it has become extremely difficult for objective criticism of anything the Interlock approves to get into news channels—without having first been ridiculed, slanted and discredited.
Research in the social sciences plays a key part in the evolution of our society. Such research is now almost wholly in the control of professional employees of the large foundations. Even the great sums allotted by federal government to social science research have come into the virtual control of this professional group.
Foundations have promoted a great excess of empirical research as contrasted with theoretical research, promoting an irresponsible “fact-finding mania” leading all too frequently to “scientism” or fake science.
Associated with the excessive support of empirical method, the concentration of foundation power has tended to promote “moral relativity” to the detriment of our basic moral, religious, and governmental principles. It has tended to promote the concept of “social engineering,” that foundation-approved “social scientists” alone are capable of guiding us into better ways of living, substituting synthetic principles for fundamental principles of action.
These foundations and their intermediaries engage extensively in political activity, not in the form of direct support of candidates or parties, but in the conscious promotion of carefully calculated political concepts.
The impact of foundation money upon education has been very heavy, tending to promote uniformity in approach and method, tending to induce the educator to become an agent for social change and a propagandist for the development of our society in the direction of some form of collectivism. In the international field, foundations and the Interlock, together with certain intermediary organizations, have exercised a strong effect upon foreign policy and upon public education in things international. This has been accomplished by vast propaganda, by supplying executives and advisors to government, and by controlling research through the power of the purse. The net result has been to promote “internationalism” in a particular sense—a form directed toward “world government” and a derogation of American nationalism.
While the EU was centralizing and standardizing Europe’s educations system, with compulsory sex education at the forefront, former U.S. president G.W. Bush in January 2002 signed into law the No Child Left Behind Act of 2001. Justified reactions to the Act which included:
- Forcing teachers to conform to federally mandated curricula to inflicting monetary punishments on school districts that do not live up to federal expectation
- Threatening state control or turning them over to private management companies – the same threats recently (2012) in the U.K. made at schools with low pass GCSE grades after fixing the grades.
- Standardized testing
- Schools to give military recruiters the name, home phone number, and address of every enrolled student.
- Usurps state authority
By 2007 30,000 people signed a petition at educatorroundtable.org calling the law ‘too destructive to salvage.’ ”
“I don’t want a nation of thinkers. I want a nation of workers.” J.D. Rockefeller
From John Dewey to Robert Muller
Executive director of NEA, a main speaker at the symposium in the Netherlands was kind enough to update us in Education Week:
“Cawelti’s world-core curriculum would be based… on proposals put forth by Robert Muller, assistant secretary-general of the United Nations, in his recent book New Genesis: Shaping a Global Spirituality.”
Robert Muller was the Assistant Secretary-General of the UN, and founded and developed the UN University of Peace in Costa Rica, which is sponsored by the UN, as a model for 21st century education. Muller won the 1989 UNESCO Prize for Peace Education, and in his acceptance speech he said:
“I pray that all human beings of this Earth become instruments of peace, thus fulfilling the cosmic function deeply engraved in each of us and for which we were born and allowed to live temporarily on this beautiful planet in the vast universe and eternal stream of time. The peace of the world is the sum-total of the peace of all individuals.”
Sounds wonderful doesn’t it! In fact it is just what we need, but, the Robert Muller School is based on the teachings of Alice A. Bailey, a leading disciple of a leading disciple of the Russian theosophist Madame Helena Blavatsky, formed the Lucifer Trust (now known as Lucis Trust) in 1920. Terry Melanson was able to confirm membership of Lucifer/Lucis Trust through involvement with the Windsor International Bank and Trust Company as follows:
- International Fund For Development
- The Hall Family Foundation
- The Rockefeller Foundation
- WHO/Habitat For Humanity
- The Lucis Trust (NGO); United Nations
- National Resources Defense Council
- Capital Missions Company
- Investors Circle
- The Coca-Cola Foundation
- Fellowship For International Education
- International Monetary Agency
- International Center For Educational Advancement
- Christian Children’s Fund (Worldwide)
- BAMPAC (Black America’s Political Action)
- Fellowship For Reconciliation
- National Institute For the Advancement Of Science
- International Association For Environmental Cooperation
- World Wildlife Federation
- Council On Foreign Relations (CFR)
- Council Of Emerging Nations
- Freedom Communications, Inc.
- The European Institute (Foreign Affairs Magazine)
- United Nations Association of The USA
- The NAACP (National Association of Colored People)
- The Royal Heritage Charitable Relief Fund
When we hear/read the word cosmos, light, or bringer of Light, we have a religious/spiritual understanding in mind, but what has to be understood that to a Satanist, ‘Lucifer’ means “the one who brings light/light bearer.” With followers all over the world, the Lucifer/Lucis Trust’s aim is to establish a New World Order. Lucifer/Lucis Trust has headquarters in Britain, Germany, Holland, U.S., and Switzerland. Lucifer/Lucis Trust maintains the UN meditation room. They have infiltrated the New Age movement, and in some cases hold lead positions in awareness and belief in the Shift of the Ages, and the universal changes that will undermine the global power elite. The UN’s Global Education Project aims to circumvent the Shift of the Ages by building in all the religious/spiritual elements of societies, but to serve a lesser god!
Berit Kjos, shares one of his experiences with the first Robert Muller School alternatively known as “Schools of the Ageless Wisdom” in Brave New Schools.
During a visit to Arlington, Texas, some years ago, a friend took me to see the original Robert Muller school. While she waited in the car, I walked past a little Buddha, climbed the steps to the front door, and rang the bell. Gloria Crook, the Director opened the door and asked why I had come. I listed my credentials: I was interested in global education, was concerned about the environment, and was an immigrant from Norway — a country well known for its global concerns and admiration for the United Nations,
I must have passed the test, because she invited me in and led me into a massive hallway. Looking to the left, I saw a room full of young mothers and pregnant women in yoga position. On a table next to the doorway, I noticed a stack of papers. The title startled me: “Occult Meditation.”
Berit was then asked if he was familiar with Alice Bailey. Berit then asked:
“Didn’t she write books full of messages she received from the Tibetan Master, Djwhal Khul?”
Ms Crook replied in the affirmative.
. “Here, sit down and look at some of them.” She pulled down several of Bailey’s books from a shelf and put them in my lap. I silently thanked God for His spiritual protection as I flipped through the pages of the first one, Education in the New Age.
Then she handed me the Robert Muller World Core Curriculum Manual. I turned a few pages and read,
“The underlying philosophy upon which the Robert Muller School is based will be found in the teaching set forth in the books of Alice A. Bailey by the Tibetan teacher, Djwhal Khul ….”
The manual contained a certificate for participating institution in the UNESCO Associated Schools Project in Education for International Co-operation and Peace.” And the other was accreditation from the Southern Association of Colleges and Schools.
Finally Ms Crook pulled two large golden frames from the wall and showed them to me. I shivered when I looked at the first. It pictured a beautiful calligraphied rendition of “The Great Invocation,” an occult prayer used around the world to invoke a global outpouring of spiritual light and power.
The other frame displayed a letter from the White House. President Bush had sent his greetings and appreciation for the contributions made by the school.
By the 1990s Muller’s World Core Curriculum Manual began to permeate U.S. school districts, as exampled by the K-5 curriculum of Eugene, Oregon where it stated on page 11:
“The three curriculum strands are adapted from the World Core Curriculum by Robert Muller….”
The three curriculum strands are:
- “Oneness with the planet,”
- “Unity with people,”
- “Harmony with self.”
Sounds great! But remember that the key elements from all religions are being incorporated, and manipulated towards subservience to a lesser god, One global government, and that includes Satanism which is considered as a religion! It s done in a manner to appeal to the people, and therefore make them willing subjects! The end game is to:
- Trade facts for imagination causing children to not think creatively or for themselves, which as adults makes them unable to form their own solutions and thus dependent on The Government – sounds familiar
- Teaching occult formulas for empowerment to help students feel good about themselves and school–at least for a while
- Daily lessons in group conformity to quench individual choices – group identity has become the predominant factor is social relations at school, hence the increasing bullying, intimidation and violence one can find in U.S. schools, and spreading elsewhere.
- Using cooperative learning so that all will progress to the same mediocre level. – this is happening too!
“For more than a century ideological extremists at either end of the political spectrum have seized upon well-publicized incidents … to attack the Rockefeller family for the inordinate influence they claim we wield over American political and economic institutions. Some even believe we are part of a secret cabal working against the best interests of the United States, characterizing my family and me as ‘internationalists’ and of conspiring with others around the world to build a more integrated global political and economic structure – one world, if you will. If that’s the charge, I stand guilty, and I am proud of it.” – David Rockefeller
In One Economy, One Government, Your World! the scenarios outlined in the UN document echo the UN’s 56th Annual DPI/NGO Conference of September 2003, the year that Iraq fell under U.S. occupation. The focus was education where Muller’s curricular philosophy was echoed:
“…developed a core curriculum to teach the whole child.”
“…included hygiene, gardening, vocational training, marketing, entrepreneurship, as well as values and respect.”
This is the planned global education agenda for those who have been out-priced of education, which means that the masses will be schooled to a certain level of attainment. The core of Muller’s World Core Curriculum is repeated in the UNs Global Education Project, provided and facilitated by the UN’s University of Peace (of which Muller is the Chancellor) is stated in Mullers World Core Curriculum Manual, and repeated in Social Science and Science curricular packages taken on by developing countries including Arab Spring countries as:
- … promote growth of the group idea, so that group good, group understanding, group interrelations and group goodwill replace all limited, self-centered objectives leading to ‘group consciousness’
- Providing experiences which give the child new values … (remember NEA views sex education as a tool to change values)
- To aid the child in developing and maintaining a balance between his spiritual, mental, emotional, physical and academic development, (the question is balance in favour who/what)
Traditional teaching whereby the teacher is the center of information which the child digests is out, GREAT, and instead the teacher will act as facilitator. This insight into child cantered learning has been established by such methods as Waldorf, and Montessori, and are much more effective than traditional teaching, but if the learning environment is distorted what are the children learning?
“Curriculum will focus on essential questions that have the power to incite students’ and teachers’ imaginations and that flow from universal questions, such as ‘Where did I come from?’ or ‘Why does the world look and behave as it does?'”
If the source of their investigation is manipulated, once again what are they learning? Rather than integrate religious/spiritual practices, it is throwing the veil of doubt – i.e. anti-creationism. If the answer to the question ‘Where did I come from?’ is based upon what information they have access to, like the Tooth Fairy, the answer can quite easily stop at mum and dad! In the context of instilling believe in man as divine, then implies that divinity begins and ends with man! This limitation set on our understanding is reinforced by Muller’s belief that the Hindu’s got it right, Earth is God, which is appealing to the environmentalist, and will keep them happy!
Exploiting the Whole Child
The concept of teaching the whole child, arose out of alternative education practices that recognize that education as we have known it only addresses a part of the child, hence leading to imbalanced development. As the U.N’s Global Education Project is engineered by Muller essentially, although there are others involved, we must look to Muller’s source, Alice Bailey. This can be found in her book Education in the New Age:
“The time is coming when all children will be studied in the following directions: (1) Astrologically; (2) Psychologically, supplementing the best of modern psychology with a knowledge of the Seven Ray types, which colours Eastern psychology; (3) Medically; (4) Vocationally; (5) Spiritually. By this I mean that the apparent age of the soul [i.e. reincarnation] under consideration will be studied, and the place on the ladder of evolution will be approximately noted; mystical … tendencies will be considered and their apparent lack noted. … ONE OF THE MAJOR FUNCTIONS OF THOSE WHO TRAIN THE INFANT MINDS of the race will be to determine, as early as possible in life, which of the seven determining energies are controlling in each case … A child’s note and quality will be early determined, and his whole planned training will grow out of this basic recognition” .
This actually puts asunder the gift of choice that religiously and spiritually speaking, all of us have been bequeathed with, but most of us do not use. At anytime along one’s journey in life, one can have a life changing experience, that raises one’s potential from the ground one stands on. We are talking about being judged by a group of people who scientifically speaking only recognize 6% of DNA, and regard the other 94% as junk because they do not know what that 94% does! In essence, they will determine each person’s present and future place on this earth through mind control!
Peace and cooperation is the goal, so we are informed, but the reality seems quite different! Globalist, and member of the Committee of 300, Bill Clinton’s charm only serves well when it comes to P.R. As Governor of Arkansas, Clinton implemented the ‘global education in a summer school for gifted high-schoolers. For 6 whole weeks, without contact with the outside world and parents, 17 year olds were introduced to a technique called ‘divorcing yourself from your body’ or in Mk-Ultra terms inflicting Dissociative (Personality Disorder) through multiple trauma (sex) on children, to trigger connection to the realms of the Unseen. In case the connection is lost, the aim of ‘divorcing yourself from your body’ at the summer school is to make contact with a ‘higher guide’. To say the least there was a negative response by the participants, including a suicide and one student who said the course taught them to love death! The other aim, hence the purpose of a standardized sex education curriculum is to feel no allegiance at all to one’s family, and hence others. This lack of allegiance leaves one prone and participant to all kinds of influences, as witnessed by wealthy parents who have little involvement in the lives of their children. This is exampled again by the student led massacres of the Columbine High School in Littleton, Colorado, a school which is a part of the program known as Outcome Based Education. To make sure home-schoolers do not escape, the Department of Education demands that home-schoolers are tested for OBE-based exams, and the NEA wants home-schoolers to be taught the curriculum provided by the Department of Education. Those who fail will be regarded as truants, and liable to state intervention in the form of welfare. Yet, OBE is fast gaining a reputation for high illiteracy rates, and poor scholastic skills!
All of this through the teachings of a questionable ascended master not of this world, Djwhal Khul, who passed on his teachings through theosophists, Blavatsky and her disciple, Bailey, and her disciple Muller – for the global education agenda that we are all minus the global elite and their protégés a part of!
For it is he who was the “Harbinger of Light,” bright radiant Lucifer, who opened the eyes of automaton (Adam) created by Jehovah, as alleged; and he who was first to whisper, “In the day yea eat there of, ye shall be as Elohim, knowing good and evil” — can only be regarded in the light of a Saviour. An “adversary” to Jehovah … he still remains in esoteric truth the ever loving “Messenger”… who conferred on us spiritual instead of physical immortality …
Satan, or Lucifer, represents the active … “Centrifugal Energy of the Universe” in a cosmic sense … Fitly is he … and his adherents … consigned to the “sea of fire,” because it is the Sun … the fount of life in our system, where they are petrified … and churned up to re-arrange them for another life; that Sun which, as the origin of the active principle of our Earth, is at once the Home and the Source of the Mundane Satan … Helena Blavatsky – The Secret Doctrine, Volume I
They have permeated the New Age with beliefs through offsprings of the Lucifer/Lucis Trust like the World Goodwill a UN accredited NGO that is a member of the United Nations Economic and Social Council (ECOSOC) which formulated the Earth Charter. WG are moon worshipers as indicated by their PR material:
“During both the full moon and new moon periods there is there is a similar emphasis on the work of energy distribution in meditation …. we consciously align with the rhythmic pattern of energy flow each month, we become a part of a planetary meditative process carried forward at all levels of consciousness and with great creative potential for anchoring the seeds of the coming the coming civilization and the germ of the new culture.”
They have abused the knowledge that has been denied the masses that we are in fact One entity and exploit our different expressions (socially, culturally, spiritually, and ethnically) to date because it served their purpose to pit one group against the other. Now that it no longer serves their purpose, and while we remain entrenched in our bigotries and biases, they have been calling on us to live in peace and cooperation, not for our own benefit or conscious choice (which is God’s Will), but because as long as they can exploit and manipulate the incoming universal current from Above by means of the concept of the “herd” (e.g. vaccinations, adulterate foods and water, education) they can call the herd to serve their New World Order, but the same old game, but nastier!
Dager, J. “Education Reform for the New World Order” http://www.users.globalnet.co.uk/~emcd/Education_ReformForTheNewWorldOrder.htm
Kjos, B. Brave New Schools.” http://www.crossroad.to/Books/BraveNewSchools/2-International.htm
Melanson, T. “Lucis Trust, Alice Bailey, World Goodwill and the False Light of the World http://www.conspiracyarchive.com/NewAge/Lucis_Trust.htm
Newman, H, “A Report To The Jewish People About New Age Antisemitism http://philologos.org/__eb-trs/naH.htm
“The General Education Board And Friends.” http://www.johntaylorgatto.com/chapters/12o.htm
Veith, W.J. “Robert Muller’s Global Education.” http://amazingdiscoveries.org/S-deception_United_Nations_Muller_UNESCO_U-Thant
Woodward, C. “The World Core Curriculum: An Occult Influence in Schools Today?” http://suite101.com/article/the-world-core-curriculum-an-occult-influence-in-schools-today-a363648
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