When your children or grandchildren venture off to school in America,
someday soon, most likely, their education curricula will be developed not by a
state education association, or even by the National Education Association
(NEA). Rather, they will be developed by the United Nations --
specifically, their education arm, United Nations Educational Scientific and
Cultural Organization (UNESCO). This is an educational organization that
could not only threaten the sovereignty of America, but indoctrinate our
unsuspecting children with a dangerous progressive ideology -- an
ideology in which children are no longer taught that America is the land of the
free and home of the brave or the right to freedom of worship. Their
agenda is to teach every child in the world a universal education
curriculum compromising Common Core Standards. Common Core
Standards "provide a consistent, clear understanding of
what students are expected to learn, so teachers and parents know what they
need to do to help them. The standards are designed to be robust and
relevant to the real world, reflecting the knowledge and skills that our young
people need for success in college and careers. With American students fully
prepared for the future, our communities will be best positioned to compete
successfully in the global economy."
Many are concerned that the Common Core Standards,
once successfully implemented, will provide unfettered access of our
educational system by the United Nations. Some textbooks and curricula for our
public schools have already been written by UNESCO and the International
Baccalaureate program that is currently in many school districts across the
United States. Grabbing additional access is a natural next step. Once they
write the curricula, they must have authority to develop all testing tools.
They will decide who becomes a teacher and what preparation will be provided
for that teacher. The International Baccalaureate curriculum upsets parents and
teachers because the focus includes sustainable development, abortion
rights, gay marriage, universal disarmament and social justice curricula.
The problem with the Common Core Standards is not that they promote
reading, writing, and arithmetic; it is the added dangerous ideologies they
would like to teach our children -- their agenda of teaching social justice,
abortion rights, population control, environmentalism, and gay marriage.
The easiest way to implant their ideologies into the unsuspecting minds of our
youngest is not only to educate America's children in grades K-12, but to
mandate compulsory education for children ages 0-5 in a program known as early
education. According to UNESCO's website, "UNESCO advocates for Early
Childhood Care and Education (ECCE) programmes that attend to health,
nutrition, security and learning and which provide for children's holistic
development. It organized the first World Conference on ECCE in September 2010,
which culminated in the adoption of a global action agenda for ECCE
called Moscow Framework for Action and
Cooperation: Harnessing the Wealth of Nations. The United Nations
believes we should have a uniform global educational system and that children
even from birth should have 'rights' to an early education."
The United Nations is creeping into our educational system and not only
changing the way our youngest learn academic basics, but challenging family
beliefs on American sovereignty, parental rights, and freedom of
religion. According to a White House press release dated March
10, 2009, "President Obama is committed to helping states develop
seamless, comprehensive, and coordinated 'Zero to Five' systems to improve
developmental outcomes and early learning for all children." It also
stated, "In a global economy where the most valuable skill you can sell is
your knowledge, a good education is no longer just a pathway to opportunity, it
is a pre-requisite. That is why it will be the goal of this Administration to
ensure that every child has access to a complete and competitive education --
from the day they are born to the day they begin a career."
Educational elites support the president. "These
new partnerships must also inspire students to take a bigger and deeper view of
their civic obligations -- not only to their countries of origin but to the
betterment of the global community."
While the educational community touts minimal studies showing how
effective early education is, and how important in implementing their agenda,
they are perhaps purposely ignoring studies that suggest
otherwise.
We studied a wide range of measures of child
well-being, from anxiety and hyperactivity to social and motor skills. For
almost every measure, we find that the increased use of childcare was
associated with a decrease in their well-being relative to other children. For
example, reported fighting and other measures of aggressive behaviour increased
substantially. Our results are consistent with evidence from the National
Institute of Child Health and Development Early Childcare Research Network
(2003), showing that the amount of time through the first 4.5 years of life
that a child spends away from his or her mother is a predictor of
assertiveness, disobedience, and aggression.
According to the NICHD Early Childcare Research Network:
The second enduring link between early child care
and child development detected in this inquiry indicated that children with
more experience in center settings continued to manifest somewhat more problem
behaviors through sixth grade[.] ... One possible reason why relations between
center care and problem behavior may remain is that primary school teachers
lack the training as well as the time to address behavior problems, given their
primary focus on academics (Rimm-Kaufman & Pianta,2001).
Not only are their studies suggesting detrimental emotional effects on
children being raised in these early education programs, but there are studies that show lack of
long-term advantages from these programs. According
to the Council of State Governments, "[p]re-kindergarten programs
achieve their goal of increasing reading and mathematics skill levels. On
average, disadvantaged children who did not attend an early education program
scored in the 33rd percentile, while those who did attend scored in the 44th
percentiles. However, that achievement boost seems to largely dissipate before
the child begins second grade."
Since there are credible conflicting studies on early education programs
and a possible detriment to the emotional well-being of children in these
programs, why are the federal and state governments continuing to pour billions
into these possibly ineffective United Nations-created Common Core agendas and
pushing for children to be required to go to school at birth?
This is not the first time early education and a call to hand over
babies to the government has been attempted. The First Congress of
Bolshevik Workers said in 1918 that "we must remove children from the
crude influence of their families. We must take them over, and to speak
frankly, nationalize them. From the first days of their lives they will be
under the healthy influence of children's nurseries and schools."
The Bolsheviks understood that the hand that rocks the cradle rules the
world.
Source: American Thinker November 10, 2012
Early
Education or Early Indoctrination? By Jamie A. Hope
1 comment:
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