“If ye love wealth better than liberty, the tranquility of servitude than the animated contest of freedom, go from us in peace. We ask not your counsels or arms. Crouch down and lick the hands which feed you. May your chains sit lightly upon you, and may posterity forget that you were our countrymen!” – Samuel Adams

Educating for Collectivization


BorgCubeBy Clark M. Jones

I watched the President’s recent speech to the nation’s schools on education. It sounded a lot like a speech on personal responsibility, individual liberties, and free enterprise. It wasn’t what it sounded like.

Following that speech, there was a program on television that night called “Get Schooled,” which presented much the same message as what Obama did, sponsored in part by Bill and Melinda Gates. I have been writing on sustainability. How does this relate to this issue? Who is involved in education for sustainability? What is sustainable education?

In 2005, the United Nations introduced a plan to carry out a Decade of Education for Sustainable Development, running from 2005-2014, in conjunction with local, state, and federal government.

One of the groups I discovered in looking at this issue is Facing the Future at www.facingthefuture.org. On their main page, found at that internet address, they say:

    It’s all connected! Climate change. Population growth. Poverty. Environmental degradation. Conflict. Global health crises. Intractable global problems? We don’t think so. At Facing the Future we believe in the transformative power of widespread, systemic education to improve lives and communities, both locally and globally…We work within the educational system to help teachers help students achieve academic success, while preparing them to create and maintain positive, healthy, and sustainable communities. We provide curriculum resources, teacher workshops, and service learning opportunities used by teachers, schools, and districts in all 50 states and over 60 countries.(1)

In a list of their supporters, current on 7/22/09, the second on the list was Bill and Melinda Gates. (2) Facing the Future is also listed as a partner on the web site www.uspartnership.org, the site of the US Partnership for Education for Sustainable Development. The list of partners included public entities, publicly funded universities and colleges, and private individuals and institutions. (3)

I downloaded their PDF file of “National Education for Sustainability K-12 Student Learning Standards, Version 2 – September 2008.” The file defines education for sustainability.

    For the purpose of the USP standards, Education for Sustainability is defined as a combination of content, learning methods, and outcomes that helps students develop a knowledge base about the environment, the economy, and society, in addition to helping them learn skills, perspectives, and values that guide and motivate them to seek sustainable livelihoods, participate in a democratic society, and live in a sustainable manner (McMillan and Higgs, 2003) (4)

President Obama was introduced in his speech by Education Secretary Arne Duncan. I have a copy of a letter by Duncan, dated March 31, 2009, written to the attendees at the UNESCO World Conference on Education For Sustainable Development in Bonn, Germany. There is a link where this can be accessed on the US Partnership site. He wrote:

    President Obama also intends to make our country one of the leaders in responding to global climate change…In addition, education for sustainability is not just about the environment, as important as that is. It is also about people – about providing maximum educational opportunity – at every level for every person. (5)

President Obama talked about personal responsibility and goal setting in his speech.

On their page for “K-12 and Teacher Education,” www.uspartnership.org places at the top of their priority list:

    Develop K-12 learning standards that define what students should know and be able to do to be responsible citizens for a more sustainable world. (6)

The United Nations, the US Partnership for Education for Sustainable Development and their partners to guarantee sustainability through education have no intention of leaving up to the imagination the definition of “personal responsibility.”

Under Table 3 for grades 5-8 action, partnership: “3.1 Personal Action: Personal Responsibility – Students know the difference between actions that they can take themselves and those that require the involvement of other people, organizations, and government. They identify and carry out a personal action that will enhance quality of life in environmental, social/cultural, or economic sectors” (7)

Under Table 4 for grades 9-12, “Personal Action: Personal Responsibility – Students identify and commit to a personal sustainability action and they write about the results of that action. (e.g.: using public transportation, reducing and recycling).” (8)

The US Partnership also speaks of goal setting in line with their view of personal responsibility.

In Table 2: K-4 Grade EfS Concepts in the US partnership file, under 3.1 Personal Action: Divergent Thinking:

    Students consistently engage in divergent and creative thinking through open-ended lessons/problems for which there are multiple conclusions/answers.” “Setting Goals – Students assess their own learning by developing rigorous criteria for themselves, and use these to set goals and produce consistently high quality work. (9)

While this is the doctrine of no traditional moral absolutes, this is a plan that creates a new moral absolute and necessity for sustainability.

The US Partnership also addressed the United Nations view of human rights they want to teach our children.

Under 2.4 Social and Cultural Systems: Human Rights:

    Students examine the 1948 United Nations Universal Declaration of Human Rights, comparing this document to the United States Bill of Rights, answering the question, “Which rights from the U.N Declaration are included in the U.S. Bill of Rights, and which are not explicitly addressed?” (10)

Do they intend to show the students article 29, section 3 of that UN document? It says, “These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.” (11) In other words, you have no rights and freedoms when your interests and goals come into conflict with their purposes and principles.

What is sustainable education?

The US Partnership clearly lays it out.

It is education that teaches redistribution of wealth and class envy and warfare. Under 2.3 Economic Systems: Equity:

    Students compare the distribution of resources between two or more economic classes, and ethnic and cultural groups. (12)

It is education that teaches the foundation of population controls. Under 2.4 Social and Cultural Systems: Population Growth:

    Students graph the human population growth of a community over time and investigate how the growth and decline of a population affects a community’s social, economic, and environmental sustainability, including factors that may contribute to unsustainable population growth (e.g. lack of access to reproductive health care, lack of education, poverty, and resource scarcity.)” (13)

It is education that teaches youth corps activism after educating in sustainability. Under 2.4 Social and Cultural Systems: Citizenship:

    Students explore a range of opportunities for civic engagement, including informed voting, grassroots activism, volunteerism, lobbying, involvement in non-governmental organizations, and working in government. (14)

What they will be teaching and are teaching in the schools:

Collective mindset, intergenerational bullying, pride, hatred, superiority.

They will teach acceptance of resettlement/ relocation for “world harmony.” While the following web site is a basic economic education site that does not overtly appear to have an agenda, this quote shows exactly this kind of thinking in one of the lessons on their site. WWW.econedlink.org has a lesson called “The Rich Nations Mystery – Part 1.” They show a table with numbers for countries, with the amount of population, the land masses, and the natural resources of those countries. At the top of the page they write:

    What determines income? It has just been announced that in the interest of world harmony, all students are required to move to another country. You must now choose your new homeland. Try to select a country or region that you think has a high standard of living. Look over these selections and make your choice, then go on to part two… (15)

So what would they do with someone in a real life situation like this, who said “I’m not accepting your requirement? My fathers are buried on this land. My homeland is here. My family is here. I’m not going anywhere.”

They are working to achieve critical mass in the youth of America. Facing the Future says it is their purpose to “Create transformational change by reaching a critical mass of youth in the United States with meaningful global sustainability education that produces informed and capable young adults.” (16)

If this, or a similar plan, becomes the national curriculum plan of the United States, understand that by the end of Obama’s term there could be three graduating classes of high school seniors with at least some of this indoctrination. At the end of the next four years, there would be four more, the last of which would have gone through Middle School and High School being indoctrinated. In another 6 years, every graduating class in America would have been completely indoctrinated in this from K-12. That is critical mass.

Taking all of our children out of the public education system, and letting these people have the children of every other family in America is not the answer. We will completely lose America to socialism in whatever form it takes if we do that.

The Earth Charter states on its opening page in regard to universal responsibility:

    To realize these aspirations, we must decide to live with a sense of universal responsibility, identifying ourselves with the whole Earth community as well as our local communities. We are at once citizens of different nations and of one world in which the local and global are linked. Everyone shares responsibility for the present and future well-being of the human family and the larger living world. The spirit of human solidarity and kinship with all life is strengthened when we live with reverence for the mystery of being, gratitude for the gift of life, and humility regarding the human place in nature. (17)

Part of the reason we are here is that we don’t think like collectivists, but these people do. As Edmund Burke said in Thoughts on the Present Discontents, “When bad men combine, the good must associate; else they will fall, one by one, an unpitied sacrifice in a contemptible struggle.” We need a uniting, not collectivization, of parents to take back the school boards and the classrooms from the teachers unions and the Department of Education. These people want to take our constitution, our lives, our liberties, our pursuit of happiness. They want to subvert these things and redefine everything by a collectivist view, in words that sound so good, while tearing down the foundation of everything on which America was founded.

In the manner of speaking of General Anthony McAuliffe in France in WWII — Nuts!

  1. http://www.facingthefuture.org accessed 7/22/2009
  2. http://www.facingthefuture.org/AboutUs/OurSupporters/tabid/104/Default.aspx accessed 7/22/2009
  3. http://www.uspartnership.org/main/list_organizations accessed 7/31/2009
  4. http://uspartnership.org/resources.0000/0062/USPEFSStandards_V2.09.08.pdf last accessed 9/13/09
  5. http://www.uspartnership.org/main/view_archive/1 accessed 7/31/2009
  6. http://www.uspartnership.org/main/show_passage/33 accessed 7/31/2009
  7. http://uspartnership.org/resources.0000/0062/USPEFSStandards_V2.09.08.pdf page 8
  8. http://uspartnership.org/resources.0000/0062/USPEFSStandards_V2.09.08.pdf page 11
  9. http://uspartnership.org/resources.0000/0062/USPEFSStandards_V2.09.08.pdf page 5
  10. http://uspartnership.org/resources.0000/0062/USPEFSStandards_V2.09.08.pdf page 11
  11. http://www.un.org/en/documents/udhr/index.shtml accessed 5/4/2009
  12. http://uspartnership.org/resources.0000/0062/USPEFSStandards_V2.09.08.pdf page 8
  13. http://uspartnership.org/resources.0000/0062/USPEFSStandards_V2.09.08.pdf page 8
  14. http://uspartnership.org/resources.0000/0062/USPEFSStandards_V2.09.08.pdf page 8
  15. http://www.econedlink.org/lessons/docs_lessons/113_part12.html accessed 7/22/2009
  16. http://www.facingthefuture.org/AboutUs/OurApproach/tabid/99/Default.aspx accessed 7/22/2009
  17. found on www.EarthCharter.org

Clark M. Jones is a student of history and a member of Citizens for Liberty, the group which organized the Rapid City Tax Day Tea Party and the Rapid City Independence Day Tea Party.  To find out more about what Citizens for Liberty is doing in western South Dakota to fight excessive government and restore our land to limited government, go to www.sdcitizens.com or attend their next meeting (details on the website).


Try us out at the new location: American Clarion!


8 Responses to “Educating for Collectivization”

  1. Yet another reason to get your kids out of public school… Mr. Jones is right, however, that keeping your children from the government indoctrination centers is not enough, we would have to overthrow the Department of Education and take it all the way down to local school boards. That's a mighty tall order given that these fascists have been infiltrating our educational system for decades.

    On the issue of “sustainable development,” you can see this evil idea has permeated every aspect of our society. The people pushing this agenda are unelected and have authority over officials even at our local city council level. The maniacal “green” movement is part of this. A good resource to learn about the insidious sustainable development and global governance is Henry Lamb's website at sovereignty.net. It traces the origins of the concept of sustainable development back to the eighties (a quick overview of it is here: http://www.sovereignty.net/p/sd/sdtut.htm). As Mr. Jones touched on, it's ultimately about global equity, but in this case, not equity that brings the poor of the world up to our standards, but takes us down to theirs. It's about equal misery and enslavement for all, with power centralized in a handful of elites.

    Gina Miller

  2. While it's obvious that you personally loathe the planet we live on, the conscientious social action it requires and the free-market system it supports, you're really taking your consevatism to an extreme to insist that public school children shouldn't be taught about the global problems that their government is supposed to solve and that threaten their freedoms.

    “Keep 'em ignorant and dumb” is once again illustrated as the Bob Ellis motto.

  3. I love the planet we live on. God did a wonderful job of creating a beautiful planet full of resources for his highest creation (human beings) to use, an incredibly functional planet capable of renewing and cleansing itself with just a little responsibility on man's part.

    No need whatsoever to resort to junk science, hysteria, fear tactics or repression to keep things moving along wonderfully.

    It's also far more productive to spend valuable school time teaching our school children about truly important things like how to read, mathematics, history, and about their own government. If we spent more time on worthwhile subjects like these and less time teaching them to be afraid of the things that made their country the greatest place on earth, we wouldn't have the academic performance problems we do. Which is why homeschool students whip the pants of public school indoctrinees at every turn.

    As a side note, you really ought to work on coming up with some better material…and a better strategy besides Obama's “accuse the enemy of what you're doing” modus operandi. It worked frequently back in the good old days when large segments of the American population were asleep or blindly misled by liberal propagandists. Those days are over.

    So waste your time if you'd like, but it's a record no one wants to hear anymore.

  4. Cory,

    Who are you talking to, the author of this article? Do you actually believe that “sustainable development” and “environmentalism” are about “saving the planet?” If so, you are dangerously naive. Clark Jones, in his article, and I in my post, are both talking about the true agenda behind environmentalism. It has nothing to do with “saving the planet.” It has everything to do with enslaving humanity and reducing the population of the earth. Only the duped minions of young people honestly believe the earth-worship garbage. The ones who have masterminded this agenda know exactly what they're doing, and the young sheeple are falling right in line like good little automatons.

    No, we don't “hate the planet.” That's a dull thing for you to say, as is, “…to insist that public school children shouldn't be taught about the global problems that their government is supposed to solve and that threaten their freedoms.”

    You must be one of the young kids who has bought this pack of lies hook, line and sinker. You are too young to realize from history (which they don't teach in public indoctrination centers anymore) that government never solves problems, it only creates problems. It is government that threatens our freedoms, especially this current administration. This whole insane environmental movement has at its roots the goal of enslaving all the world's populations under one central governing body. The United Nations is spearheading the “sustainable” movement, and the U.N. is a very evil body, indeed.

    Gina Miller

  5. Yet another reason to get your kids out of public school… Mr. Jones is right that keeping your children from the government indoctrination centers is not enough, however, we would have to overthrow the Department of Education and take it all the way down to local school boards. That's a mighty tall order given that these fascists have been infiltrating our educational system for decades.

    On the issue of “sustainable development,” you can see this evil idea has permeated every aspect of our society. The people pushing this agenda are unelected and have authority over officials even at our local city council level. The maniacal “green” movement is part of this. A good resource to learn about the insidious sustainable development and global governance is Henry Lamb's website at sovereignty.net. It traces the origins of the concept of sustainable development back to the eighties (a quick overview of it is here: http://www.sovereignty.net/p/sd/sdtut.htm). As Mr. Jones touched on, it's ultimately about global equity, but in this case, not equity that brings the poor of the world up to our standards, but takes us down to theirs. It's about equal misery and enslavement for all, with power centralized in a handful of elites.

    Gina Miller

  6. While it's obvious that you personally loathe the planet we live on, the conscientious social action it requires and the free-market system it supports, you're really taking your consevatism to an extreme to insist that public school children shouldn't be taught about the global problems that their government is supposed to solve and that threaten their freedoms.

    “Keep 'em ignorant and dumb” is once again illustrated as the Bob Ellis motto.

  7. I love the planet we live on. God did a wonderful job of creating a beautiful planet full of resources for his highest creation (human beings) to use, an incredibly functional planet capable of renewing and cleansing itself with just a little responsibility on man's part.

    No need whatsoever to resort to junk science, hysteria, fear tactics or repression to keep things moving along wonderfully.

    It's also far more productive to spend valuable school time teaching our school children about truly important things like how to read, mathematics, history, and about their own government. If we spent more time on worthwhile subjects like these and less time teaching them to be afraid of the things that made their country the greatest place on earth, we wouldn't have the academic performance problems we do. Which is why homeschool students whip the pants of public school indoctrinees at every turn.

    As a side note, you really ought to work on coming up with some better material…and a better strategy besides Obama's “accuse the enemy of what you're doing” modus operandi. It worked frequently back in the good old days when large segments of the American population were asleep or blindly misled by liberal propagandists. Those days are over.

    So waste your time if you'd like, but it's a record no one wants to hear anymore.

  8. Cory,

    Who are you talking to, the author of this article? Do you actually believe that “sustainable development” and “environmentalism” are about “saving the planet?” If so, you are dangerously naive. Clark Jones, in his article, and I in my post, are both talking about the true agenda behind environmentalism. It has nothing to do with “saving the planet.” It has everything to do with enslaving humanity and reducing the population of the earth. Only the duped minions of young people honestly believe the earth-worship garbage. The ones who have masterminded this agenda know exactly what they're doing, and the young sheeple are falling right in line like good little automatons.

    No, we don't “loathe the planet.” That's a dull thing for you to say, as is, “…to insist that public school children shouldn't be taught about the global problems that their government is supposed to solve and that threaten their freedoms.”

    You must be one of the young kids who has bought this pack of lies hook, line and sinker. You are too young to realize from history (which they don't teach in public indoctrination centers anymore) that government never solves problems, it only creates problems. It is government that threatens our freedoms, especially this current administration. This whole insane environmental movement has at its roots the goal of enslaving all the world's populations under one central governing body. The United Nations is spearheading the “sustainable” movement, and the U.N. is a very evil body, indeed.

    Gina Miller