The Rising Force behind "Common Core" Indoctrination
1946. "In the struggle to establish an adequate world government, the teacher... can do much to prepare the hearts and minds of children.... At the very top of all the agencies which will assure the coming of world government must stand the school, the teacher, and the organized profession." So said J. Elmer Morgan in his NEA editorial, "The teacher and World Government."[1
1990. "Multicultural education...strives to integrate multiethnic and global perspectives...Its goal is not to teach factual history, but to 'challenge [the student's] cultural assumptions' and mold global citizens with an 'emotional commitment to the fundamental unity of all humans.'"
That "world community" was officially born in 1945, when Alger Hiss served as Secretary General at the founding of the United Nations. The following year, the NEA helped establish UNESCO as the primary creator of an international education system. Now, more than half a century later, its founding vision is fast becoming reality. With the vast financial resources provided by Microsoft's Bill Gates, UNESCO is on a roll. As Phyllis Schlafly explained:"We deplore the division of human-kind on nationalistic grounds. We have reached a turning point in human history where the best option is to transcend the limits of national sovereignty and to move toward the building of a world community..."
"On November 17, 2004 at UNESCO's headquarters in Paris, UNESCO signed a 26-page 'Cooperation Agreement' with Microsoft Corporation to develop a 'master curriculum (Syllabus)' for teacher training in information technologies based on [global] standards, guidelines, benchmarks, and assessment techniques. The Agreement states that the Syllabus will 'form the basis for deriving training content to be delivered to teachers,' and 'UNESCO will explore how to facilitate content development.'"In other words, that "Cooperation Agreement" calls for a world-wide system of global standards. Its manipulative techniques were designed to conform human resources to the demands of the rising totalitarian world government. No matter what we call its manipulative education standards -- "Common Core," "Outcome Based Education" or "No Child Left Behind" -- the schools of the future would be pressed into the socialist shape of UNESCO and the NEA.
"...each member nation... has a duty to see to it that nothing in its curriculum . . . is contrary to UNESCO's aims."
That same year, an 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.
1918. "Russia is pointing the way to a great and sweeping world change. It is not in Russia alone that the old order is passing. There is a lot of the old order in America, and that is going, too.... I am glad it is so." So said William Boyce Thompson, Federal Reserve Bank director and founding member of the Council on Foreign Relations. 
1946. "The establishment [UNESCO] marks the culmination of a movement for the creation of an international agency of education.... Nations that become members of UNESCO accordingly assume an obligation to revise the textbooks used in their schools.... Each member nation... has a duty to see to it that nothing in its curriculum... is contrary to UNESCO's aims." This NEA article was printed in "National Education in an International World." (Teacher's College)  1947. Julian Huxley (first Director-General of UNESCO) wrote in UNESCO: Its Purpose and Its Philosophy: "The general philosophy of UNESCO should be a scientific world humanism, global in extent and evolutionary in background... In its education program it can... familiarize all peoples with the implications of the transfer of full sovereignty from separate nations to a world organization.... Tasks for the media division of UNESCO [will be] to promote the growth of a common outlook shared by all nations and cultures... to help the emergence of a single world culture."
1968. Benjamin Bloom [called Father of OBE] "was invited by UNESCO in 1968 to submit a proposal for a six to nine week training program which would partially fulfill recommendations made at UNESCO's Moscow meeting dealing with the formation of national centers for curriculum development and research...."
1976. An NEA program titled A Declaration of Interdependence: Education for a Global Community, was made available to schools across the country.... The report said, "Educators around the world are in a unique position to help bring about a harmoniously interdependent global community."
1985. "The curriculum arm of the NEA, the Association for Supervision and Curriculum Development (ASCD), co-sponsored an international curriculum symposium in the Netherlands. According to Education Week, the ASCD executive director, Dr. Gordon Cawelti, urged representatives of other Western nations and Japan to press for the development of a 'world-core curriculum' based on knowledge that will ensure 'peaceful and cooperative existence among the human species on this planet.'"
"This World Core Curriculum would be based on the teachings of theosophist Alice Bailey who received her channeled instructions from her spirit guide, Djhwal Khul. The framework would be written by occultist UN leader Robert Muller." (Muller's beliefs and influence are explained in Brave New Schools, Chapter 2: The International Agenda) 
1991. "As part of a 156-nation network working to 'reform' worldwide education, a conference on 'Learning for All: Bridging Domestic and International Education' was convened by 'The US Coalition for Education for All.' The keynote speaker was Elena Lenskaya, deputy to the Minister of Education in Russia. First Lady Barbara Bush was the Honorary Chair."
1992. The text of "The United Nations World Pledge" was recited by students at a Brownsville (Texas ) school: "I pledge allegiance to the world, to cherish every living thing, to care for the earth and sea and air, with peace and freedom everywhere."
1993. "The 240 international affiliates of the NEA and the American Federation of Teachers joined to form Education International (EI)."
Today's mind-dulling distraction serves the global agenda well. Across our country, American youth fill their "free time" with trivia, entertainment, and feeling-based rather than fact-based "information." They absorb unending streams of suggestive ads and propaganda that dull minds and block much-needed discernment.
Aldous Huxley warned us about planned distractions long ago. Surrounded by British Fabian Socialists, he became increasingly troubled about the spread of totalitarianism. So, after the deadly fallout from Communist and Nazi tyranny, he shared his concerns in a sobering new book Brave New World Revisited:
"In Brave New World [his previous book] non-stop distractions of the most fascinating nature... are deliberately used as instruments of policy, for the purpose of preventing people from paying too much attention to the realities of the social and political situation....
"In their propaganda, today's dictators rely for the most part on repetition, suppression and rationalization: the repetition of catchwords which they wish to be accepted as true, the suppression of facts which they wish to be ignored, the arousal and rationalization of passions which may be used in the interests of the Party or the State.
"As the art and science of manipulation come to be better understood, the dictators of the future will doubtless learn to combine these techniques with the non-stop distractions, which, in the West, are now threatening to drown in a sea of irrelevance the rational propaganda [propagation of actual facts] essential to the maintenance of individual liberty...."
This "science of manipulation" fuels the rising movement toward global tyranny! For example, multiculturalism has been undermining historical facts and traditional values for decades. Without factual and historical knowledge, students can easily learn to see the world and its cultures from an enticing global, relational, imaginative, pantheistic or even occult perspective. Meanwhile, they are blinded to national, rational and Christian perspectives.
In other words, it's designed to speed the paradigm shift -- the transformation toward a radical new way of thinking, believing, relating to one another within "our global family."
To shape "world-class students" who see reality through a multicultural filter, social engineers keep testing their latest modification strategies on our children. One tactic is managed group thinking (the dialectic process) which prompts them to reject their old home-taught ways and embrace the collective values of their dialoguing classroom group. [See Global Spirituality]
Professor Philip Vander Velde, who taught "Foundations of Education" at Western Washington University, authored a book titled Global Mandate: Pedagogy for Peace. Reflecting the views of countless other change agents, he wrote,
These revolutionary beliefs didn't originate with Vander Velde. When he penned these chilling words in 1985, his book merely articulated a transformation that was already well under way. Since then, this philosophy has permeated curriculum and teaching strategies from coast to coast."...unless a new faith... overcomes the old ideologies and creates planetary synthesis, world government is doomed.... Nation-states have outlived their usefulness, and a new world order is necessary if we are to live in harmony with each other... The task of reordering our traditional values and institutions should be one of the major educational objectives of our schools."