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The Lie: Evolution
 

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FOUR E’s: Education-Environmentalism-Evolutionism-Exaltation

By Karl C. Priest January 1, 2017 (Posted 1-3-17) (Revised 2-6-17)

BELIEVE IT, OR NOT

You can choose not to believe the argument in this article if you are inclined not to accept documented statements and historical facts. The very words of those who want to control the thoughts of our children will be used against them in this article. “For by thy words thou shalt be justified, and by thy words thou shalt be condemned.” (Matthew 12:37 KJB)

There are many people, some with good intentions, who have a serious spiritual standing (remaining at the same level, degree, or amount for an indeterminate period) and want the world to unite with them for the good of all mankind. The key to their success is education of the masses. Logically, that education must be focused on the youth.

When you see the word “Gaia” (pronounced GUY-ah) think “code word for “religion.” You may think the things like the (below) Gaia Education are not part of local school programs. Even if you do not see the terms that are red flags in your local curriculum, be assured that the worldview is there in some form and to various degrees. There is no doubt that the United Nations is pushing this through some high-sounding methods such as the International Baccalaureate (IB). The IB is a tool for One World government. See
http://www3.unesco.org/iycp/Report/IBO.pdf
http://truthaboutib.com/unescogreatestdanger.html
http://www.edwatch.org/updates/063004.htm
https://en.wikipedia.org/wiki/IB_Diploma_Programme

The United Nations Educational, Scientific and Cultural Organization (UNESCO) is “a specialized agency of the United Nations (UN) based in Paris. Its declared purpose is to contribute to peace and security by promoting international collaboration through educational, scientific, and cultural reforms…”

UNESCO is a product of the League of Nations (https://en.wikipedia.org/wiki/UNESCO) which was replaced by the United Nations (https://en.wikipedia.org/wiki/League_of_Nations).

A 1948 UNESCO paper “Educational Techniques for Peace-Do They Exist?” (http://unesdoc.unesco.org/images/0015/001582/158270eb.pdf) opened with “‘Techniques to develop a spirit of international collaboration, the spirit of peace, by means of education…’ Unesco (sic) is studying such techniques…To educate children so that they become members of the human race as a whole…” It goes on to say “classical education (https://en.wikipedia.org/wiki/Classical_education_movement) which is based upon western culture and Christianity has failed. Bemoaning the lack of education by the “common people” the author ponders, “How to impress upon them that the fate of everyone of them is linked with the economic welfare of the entire earth, and that we all stand or fall together.” The League of Nations, for about twenty-five years at that time, had been experimenting with a school in which “children would be brought up in accord with the new world which their parents believed to be in the course of construction.” By 1948 over “2000 children have passed through the school.”

Their “International School” set out to reverse the values held by children that their particular country was the best by “getting the child in contact only with the picture of the entire world from the very first. (Emphasis in the original.) The focus was on teaching geography and history from an entire world point-of-view. When a student asked, “Was Buddha a sort of Christ?”, the teacher applied in a way that he was “sure that he (the child) will no more forget the story of the sermon in the Park at Deer at Benares (http://www.columbia.edu/itc/religion/f2001/edit/docs/buddhas_first_sermon.htm) than he will that of the Sermon on the Mount.”

Other subjects were not neglected. The International School’s tried “to provide them (students) with the common heritage” by “constant efforts in all domains, literary, artistic, musical, (and) scientific.” But the focus remained, “the possibility of thinking ‘universally’ and so internationally depends upon the presentation of geography and history.” The individual national cultures were mentioned, but were “clearly subordinate to the other” (internationalism).

The author admitted that the International School wanted to make “citizens of the world.” Their emphasis was on “the ‘very early’ for much depends upon what is done while the subconscious is still functioning fully in order to link up the intellectual and emotional sides of the child’s personality. ‘Give me a child until the age of seven’. Said some Jesuit father, ‘and you may have the rest.’ He was right… The orientation of ‘human’ feelings beyond the family, the social group and the nation must be done very early.” (Emphasis added.)

Those people then, and now, clearly grasp where the battle front of values is located!

They use a lot of worthy words such as peace, hope, harmony, and beauty. Just like it only takes a drop of poison in sweet drinking water to kill thousands of people, ideas have been sprinkled into the minds of America’s children since the beginning of public education. Now, the sprinkles have changed to being poured. The history of public education is not pretty. See http://www.home-school.com/Articles/the-history-of-public-education.php.

This article is intended to provide a LOT of information about the intertwined connection of education-environmentalism-evolutionism-exaltation. Education is the key to spreading the religious dogma of environmentalism and evolutionism. Exaltation is a word that describes the religious nature of environmentalism and evolutionism.

To exalt means "elevate by praise: glorify." To glorify means to  “to elevate to celestial glory.” Celestial means “of, relating to, or suggesting heaven or divinity” and glory means “worshipful praise, honor, and thanksgiving.”

As a public school teacher, in 1999, I attended a mandatory statewide teacher in-service training and realized it was part of something big AND bad.  At the session only I and another older teacher spoke out about the religious aspect of the training.  I wrote this article as a result.  Ten years later I had found (led by God) so much information about the coming One World Government that I wrote another article with an extensive documented addendum.

Next, a friend (his slightly edited email is below) told me about “evolutionary leader” Dr. Ervin Laszlo who served as president of The Club of Budapest. Also, he is the "the founder of systems philosophy and general evolution theory” and serves as the founder-director of the General Evolution Research Group."  IF YOU DO NOTHING ELSE PLEASE LISTEN TO HIS OWN WORDS.  

The tip from my friend provides interesting collaborating secular information. The article“Social Engineering for Global Change” contains some eye-openers such as:

“Without question, one of the greatest tools for social engineering is in the realm of public education. This is not a blanket statement downplaying the role of education per se, but a judgment call recognizing the tremendous influence that the educational system can play in creating ‘social change’.”

“Consider this statement from Naresh Singh, a program director at the International Institute for Sustainable Development: ‘Education has been advanced as significant in bringing about changes in attitudes, behaviour, beliefs and values...In order to redirect behaviour and values towards institutional change for sustainable development there is a need to investigate strategic options in relation to educational philosophies, scope for propagation and adoption, and groups most likely to be susceptible to change.’”

“All of this points to a radical shift now taking place—a shift which emphasizes ‘global thinking” and “planetary norms.’”

“According to the IISD (International Institute for Sustainable Development) literature, ‘the task of education for the immediate future is to assist in activating an ethic of planetary sensitivity...We must pass from a human-centred (sic) to an earth-centred (sic) sense of reality and value.’”

“This ‘global-shift role’ for general education is a foundational platform for UNESCO, the United Nations Educational, Scientific and Cultural Organisation.”

“The moral of UNESCO is clear. The task laid upon it of promoting peace and security can never be wholly realised through the means assigned to it—education, science and culture. It must envisage some form of world political unity, whether through a single world government or otherwise…”

“Back in 1968, UNESCO, along with The Twentieth Century Fund (now called The Century Foundation) and the Ford Foundation, helped start a new educational body located in Geneva, Switzerland: the International Baccalaureate Organization.” (IBO)

“This is not simply ambiguous language. In advancing the international-mindedness of IBO, the organization has endorsed the Earth Charter—an earth-centered declaration which venerates global political-ethical-moral and spiritual unification.”

“Providing the Earth Charter initiative with advanced support, the International Baccalaureate Organization has agreed to become an Earth Charter partnership entity…”

“Propagating this new global “testament,” IBO is currently looking at ways to incorporate the Earth Charter into the following curriculum areas; …Environmental Science…Experimental Science, Philosophy, Geography, History, Math, and the Arts.”

In researching some things that came to mind after reading my friend's email I found this "mind blowing" website proclaiming, "We aspire to act as a medium and conduit through which people use their unique skills, talents and abilities in order to accelerate our collective evolution. We wish to create an interconnected network of New Paradigm culture creators and promote a more conscious culture so that it imprints over contemporary culture and beliefs that are out of sync with our greater Reality."

From my friend's edited email:

When I go through the mountains of data from other countries from the UN 'International Bureau of Education' website, it is always in the back of my mind how convincing all of the data must be for someone who has never read Huxley or the Earth Charter. They plan to coax the world into their hands through custom-designed statistics.

You will notice subtle logos and images throughout their sites including the religion triangles, which is Luciferianism, and the New Age method of collective consciousness that is also secretly taught to the churches in 'Christianese.' They usually will have the light of Lucifer somewhere on a page that connects to other groups- often as the light on the horizon or a flashing light in a video.

SCIENCE <--> RELIGION

The following three quotes are excellent examples of the connection of evolutionism, environmentalism and education.

"The earth is literally our mother, not only because we depend on her for nurture and shelter but even more because the human species has been shaped by her in the womb of evolution....Our salvation depends upon our ability to create a religion of nature."
- Rene Dubos, board member, Planetary Citizens

"The emerging 'environmentalization' of our civilization and the need for vigorous action in the interest of the entire global community will inevitably have multiple political consequences. Perhaps the most important of them will be a gradual change
in the status of the United Nations. Inevitably, it must assume some aspects of a world government."
- Mikhail Gorbachev, State of the World Forum

"The earth is not dead matter. She is alive.
Now begin to speak to the earth as you walk.
You can speak out loud, or just talk to her in your mind.
Send your love into her with your exhalation. Feel your
heart touching upon the heart of the planet. Say to her
whatever words come to you: Mother Earth, I love you.
Mother Earth, I bless you. May you be healed. May all
your creatures be happy. Peace to you, Mother Earth.
On behalf of the human race, I ask forgiveness
for having injured you. Forgive us, Mother Earth.
- US Student Textbook, "Prayer to the Earth"

Notice the last one is from a student textbook in the United States. The citation is not provided, but it is reasonable to accept the statement as accurate because similar prayers were inserted into the curriculum in the early 1970s resulting in the sounding of the alarm by Christian parents in West Virginia. A cited example is on page 92 of Protester Voices—The 1974 Textbook Tea Party: “There are two poems (pgs. 265-267) that are prayers. One is by a monkey and the other is from a mouse. The monkey prays, “Dear God, why have you made me so ugly?...Could You not, one day, let someone take me seriously, Lord?” The mouse asks, “Dear God…Who made me but You?” One of the questions students are to answer is “If you were a monkey, what do you think you would pray for?” and “Does the monkey in the poem pray for the same thing that you would?” (Both questions are repeated regarding the mouse.) Notice the negativity toward God conveyed in those items."

The way to have religion in public schools is to tag it as scientific. Gaia is “the hypothesis that the living and nonliving components of earth function as a single system… this system regarded as a single organism.”

According to Greek mythology Gaia, “also spelled Gaea, is the personification of the Earth and one of the Greek primordial deities. Gaia is the ancestral mother of all life: the primal Mother Earth goddess.” The so-called scientific Gaia hypothesis “proposes that organisms interact with their inorganic surroundings on Earth to form a synergistic self-regulating, complex system that helps to maintain and perpetuate the conditions for life on the planet. Topics of interest include how the biosphere and the evolution of life forms affect the stability of global temperature, ocean salinity, oxygen in the atmosphere, the maintenance of a hydrosphere of liquid water and other environmental variables that affect the habitability of Earth. The hypothesis was formulated by the chemist James Lovelock and co-developed by the microbiologist Lynn Margulis in the 1970s.”

“In an elementary age level, Environmental Science textbook, copyright 1995, this very Gaia theory is explained and stated as a viable probability.” (Ecology and Human Impact, 188-189)

GAIA EDUCATION INTRODUCTION

Those who advocate teaching their Gaia doctrine do not have to use the term “Gaia”, but there are some who use the term prominently as exemplified by:

Gaia Education is a prominent source and is connected to GEDS (Gaia Education Design of Sustainability) and GEESE (Global Ecovillage Educators for a Sustainable Earth).

The goals are appealing, but looking closely it is utopian-communistic. Such ideals as “a meaningful, dignified, high quality life for all the world’s people” are great. But one must notice key words and phrases such as sustainability and the distribution of wealth. Sustainability becomes a mixture of science and New Age/Mother earth religion. Sustainability is a worthy goal. Respect for the earth is a Christian concept. However, Christians do not worship Mother Earth. We all want to keep the earth’s biological systems healthy and thriving. But, without biblical principles it gets lost in worldview positions. “Moving towards sustainability is also a social challenge that entails international and national law… Sustainable development consists of balancing local and global efforts to meet basic human needs without destroying or degrading the natural environment.” The “three pillars of sustainability” maintain that the “economy and society are constrained by environmental limits.” In “accord with the United Nations Agenda 21, which specifies culture as the fourth domain of sustainable development.”
(https://en.wikipedia.org/wiki/Sustainability)

Education is a key component to push the Gaia goals and that “education”(read “indoctrination”) logically must ultimately be provided to the youth. It seems like everyone understands that except for conservatives and most Christians. Read their own words! Following are cited sources of information about Gaia Education. Look for the aforementioned key words and phrases as well as others such as “climate change.” I have used bold font to point out some of the other catchwords/phrases. Note that the “Ecovillage” is, on the surface, a worthy endeavor although idealistic. At its roots is Mother Earth (Gaia) worship on a path toward One World Government. The only way to get to that government is by education of the youth (my emphasis). Notice in the following quotes how the web of threads of education-environmentalism-evolutionism-exaltation are connected:

“Gaia Education was created by a group of educators called ‘GEESE’ (Global Ecovillage Educators for a Sustainable Earth), who have been meeting over a series of workshops in order to formulate their transdisciplinary approach to education for sustainability. The GEESE are skilled trainers from all continents...The Ecovillage Design Education (EDE) provides participants with an overview of the full spectrum of design considerations for implementing truly sustainable communities. As such, the curriculum focuses on the social, the cultural/worldview, on economy and ecology, as four dimensions that all need to be addressed in a holistic approach to sustainability…Economic, Worldview, Ecological and Social…GEDS (Gaia Education Design of Sustainability) virtual education or reference books for anyone seeking solutions to the complex problems of climate change, peak oil and carbon reduction…"

“By examining the complexity of transdisciplinary issues pertaining to the transition to sustainable culture, it helps to identify and reconnect all these essential considerations to ‘a meaningful, dignified, high quality life for all the world’s people’. The EDE is consistent and representative of values including: honouring unity through diversity, celebrating diverse cultures and beliefs; practicing racial, cultural and gender equality; promoting social justice and environmental awareness; striving for peace and local self-determination; raising consciousness and human potential; respecting the Earth.”
(http://gen-europe.org/partners/gaia-education/index.htm)

“Gaia Education is a leading-edge provider of sustainability education that promotes thriving communities within planetary boundaries.”

“We work towards a resilient future within planetary boundaries where no one is left behind.  A world of safe and nutritious food; of clean drinking water; of universal access to sustainability education; of physical, mental and social well-being.  A world which uses energy and materials with greater efficiency, distributes wealth fairly and strives to eliminate the concept of waste.  A world of universal respect for human rights and human dignity; of justice and equality; of respect for race and ethnicity; and of equal opportunity permitting the full realisation of human potential while promoting shared prosperity.”
(http://www.gaiaeducation.org/index.php/en/about-us/who-is-gaia)

GAIA EDUCATION HANDBOOK

A Gaia education handbook looks like a playbook where you will see such quotes as, "This is not a top down hierarchy, it is a bottom up interpersonal cultural evolution" and "The principle of no objection will make all the other aspects of DSG work more effectively and allow NextGEN to model the evolution of democracy on a global scale led on the grass roots level" and "It maps the evolutionary path of the value systems humanity has created (so far...)” Following are more excerpts that are quite revealing from The Next Generation of the Global Ecovillage Network--NextGEN Handbook: Creating a circle of "Inspiration, Support & Action.

“This handbook is designed to guide you through creating your circle and connecting it to the global movement of inspired people who are bringing their dreams alive for a peaceful, sustainable and interconnected world…"

“Remember: a “NextGEN Circle of ISA” (ISA = Inspiration, Support, and Action) is not the end, it’s the beginning. It is a creative container in which like-minded people come together in community to create positive change and the Next Generation of Ecovillages: People living holistically, in community, everywhere. NextGEN is a youth led organisation, allowing the Next Generation of our world to create the world they will live in. To enable this to happen intergenerational dialogue is key, and we welcome people of all ages to make it work…"

“We have researched what it takes to create a youth led organisation/community, then handpicked and simplified the best methods found. They are integrated within this handbook so that your circle of ISA can grow from solid foundations…"

“Stepping into NextGEN circle is stepping into a learning community. We are constantly educating ourselves on what is needed to create a sustainable, peaceful and interconnected world whilst putting it into action at the same time. In doing this, we are changing the current model of education…"

“Every NextGEN circle, community or organisation has a destiny; a deep purpose that expresses its reason for existence. Through working in community, it is possible to allow this purpose to become conscious of itself. We may never truly know what the purpose is; but, by choosing to continually listen for the sense of an emerging purpose, we can change from a reactive to a creative culture…"

“Now all that is left to do is go out and enjoy creating the world you want to live in…"

“Global Ecovillage Network (GEN) GEN is NextGEN’s mother organisation. We encourage you to also join your region of GEN and keep up to date with new developments. In specific, the ecovillage movement at large."
(http://gen.ecovillage.org)

“Gaia Trust is a Danish-based charitable association founded in 1987 on the initiative of Ross and Hildur Jackson, with the intention of supporting the transition to a sustainable and more spiritual future/society through grants and proactive initiatives.”

“Gaia trust works to promote a new global consciousness which sees our entire planet as one living organism with Humankind as an integral part of the entity.”

“Spiral Dynamics Integral
The Integral theory is an all-inclusive framework that provides a simple yet comprehensive map to support us in understanding the world around us and ourselves. The integral theory is quickly being adopted and applied in nearly every professional field. One of the integral theories greatest strengths is that it constantly encourages us to expand upon our own worldview and develop more awareness. The Integral theory supports opposing truths to co-exist, allowing them to develop the best within themselves and removing the need for defence. This creates opportunities for greater understanding. When opposing truths co-exist together, we create more space for new truths and perspectives to emerge…”

“In this handbook we do not explain the integral theory but encourage you to dig deeper and find out more. In gaining an understanding of the Integral theory many teaches refer to Spiral Dynamics. This is because it’s a way to understand evolution and identifies where and how an integral perspective emerges. It shows why people view life from different perspectives at different times and how these worldviews are directly related to people’s values and life conditions…”

“Below you can see a snapshot of the different levels humanity has created during our existence and the levels all people have the opportunity to develop through, in the same fashion as childhood to eldership. SDi orders these states into a natural hierarchy of developing complexity. Understanding natural hierarchies (the way nature creates hierarchies in a garden) enables our thinking to move away from power over hierarchies, to natural holacrachies of increasing wholeness.”

The Spiral Dynamics Integral has a worm like image uncoiling. Each spiral has a color and is designated as 1st to 9th “Awakening”. At the top, one of the attributes is “Cosmic Spirituality”. The 1st is at the “Beginning of humanity” with the traits of “Procreation, Protection, Stay alive.” The 2nd Awakening began " 50,000 years ago" with some traits of "rites, rituals, taboos, and superstitions."

GAIA EDUCATION CONECTIONS

From the Gaia Trust: “We are one undivided whole on Earth and the healing of Mother Earth is a joint responsibility of all Humankind… The vision is for all people to live in settlements containing all elements of society much like a holograph, where every part contains the whole…It is a place where God feels at home and where you would like to return in you (sic) next life. It is a place where we live according to the values of the major world religions of love, peace and solidarity with all. Where we celebrate and respect 4 billion years of evolution on the planet…The ecovillage vision has its roots in civil society, in the subsistence economy, in the informal economy…Economics and technology must adapt to that – not the other way round. In this way society can be structured to reflect spiritual and natural laws.”
(http://gaia.org/gaia-trust/our-vision/)

“The Global Ecovillage Network (GEN) envisions a world of empowered citizens and communities, designing and implementing their own pathways to a sustainable future, and building bridges of hope and international solidarity." (http://gen.ecovillage.org/)

“Ecovillages are now being created intentionally, so people can once more live in communities that are connected to the Earth in a way that ensures the well-being of all life-forms into the indefinite future. Ecovillages are one solution to the major problems of our time - the planet is experiencing the limits to growth, and our lives are often lacking meaningful content. According to increasing numbers of scientists, we have to learn to live sustainably if we are to survive as a species. The United nations (sic) launched its Global Environment Outlook 2000 report, based on reports from UN agencies, 850 individuals and over 30 environmental institutes, concluding that ‘the present course is unsustainable and postponing action is no longer an option.’ Ecovillages, by endeavoring for lifestyles which are ‘successfully continuable into the indefinite future’, are living models of sustainability, and examples of how action can be taken immediately. They represent an effective, accessible way to combat the degradation of our social, ecological and spiritual environments. They show us how we can move toward sustainability in the 21st century (Agenda 21).” (http://gen.ecovillage.org/en/article/what-ecovillage)

“A delegation of more than 15 members and leaders of the Global Ecovillage Network (GEN) participated in the COP21 Climate Summit Conference in Paris…Climate change, in GEN, is not an abstract issue, but an experience - an issue of the heart which needs to grow in order not to break…One of the most inspiring speeches I listened to came from former US Vice President Al Gore…(Who said) ‘We are winning this, but we have to win it faster…Find the moral courage to break through this impasse. What is right is to save the future of our planet"…There is no way for governments to implement societal change without the active participation of their citizens.’"
(http://gen.ecovillage.org/en/node/8424)

“SDG4 Education 2030: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.  The global education agenda (Education 2030) is part of the 17 UN Sustainable Development Goals (SDGs), that make up the Agenda 2030 for sustainable development… The success of these goals is driven by the education goal. The SDGs reflect the important role of education by encapsulating targets in a stand-alone goal (Goal 4). Education is also included in goals on health, growth and employment, sustainable consumption and production, and climate change. The Incheon Declaration , which constitutes the commitment of the education community to Education 2030, entrusts UNESCO to lead, coordinate and be the focal point for education within the overall SDG coordination.”
(http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-
for-all/sdg4-education-2030/
)

The Incheon Declaration (in italics instead of quotes)

Education 2030: Towards inclusive and equitable quality education and lifelong learning for all

Preamble

1. We, Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, have gathered in May 2015 at the invitation of the Director-General of UNESCO in Incheon, Republic of Korea, for the World Education Forum 2015 (WEF 2015).

2. On this historic occasion, we reaffirm the vision of the worldwide movement for Education for All initiated in Jomtien in 1990 and reiterated in Dakar in 2000 — the most important commitment to education in recent decades and which has helped drive significant progress in education. We also reaffirm the vision and political will reflected in numerous international and regional human rights treaties that stipulate the right to education and its interrelation with other human rights…

3. … We recognize the important contribution of the Global Education First Initiative as well as the role of governments and regional, intergovernmental and non-governmental organizations in galvanizing political commitment for education.

4. Having taken stock of progress made towards the EFA goals since 2000 and the education-related Millennium Development Goals (MDGs) as well as the lessons learned, and having examined the remaining challenges and deliberated on the proposed 2030 education agenda and the Framework for Action as well as on future priorities and strategies for its achievement, we adopt this Declaration.

5. Our vision is to transform lives through education, recognizing the important role of education as a main driver of development and in achieving the other proposed SDGs. We commit with a sense of urgency to a single, renewed education agenda that is holistic, ambitious and aspirational, leaving no one behind. This new vision is fully captured by the proposed SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (this bold font is in the original) and its corresponding targets. It is transformative and universal…

6. Motivated by our significant achievements in expanding access to education over the last 15 years, we will ensure the provision of 12 years of free, publicly funded, equitable quality primary and secondary education, of which at least nine years are compulsory, leading to relevant learning outcomes. We also encourage the provision of at least one year of free and compulsory quality pre-primary education and that all children have access to quality early childhood development, care and education. We also commit to providing meaningful education and training opportunities for the large population of out-of-school children and adolescents, who require immediate, targeted and sustained action ensuring that all children are in school and are learning.

7. Inclusion and equity in and through education is the cornerstone of a transformative education agenda, and we therefore commit to addressing all forms of exclusion and marginalization, disparities and inequalities in access, participation and learning outcomes…

8. We recognize the importance of gender equality in achieving the right to education for all. We are therefore committed to supporting gender-sensitive policies, planning and learning environments; mainstreaming gender issues in teacher training and curricula; and eliminating gender-based discrimination and violence in schools.

9. …We will ensure that teachers and educators are empowered, adequately recruited, well-trained, professionally qualified, motivated and supported within well-resourced, efficient and effectively governed systems…. It also develops the skills, values and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges through education for sustainable development (ESD) and global citizenship education (GCED)…

10. We commit to promoting quality lifelong learning opportunities for all, in all settings and at all levels of education….

12. We reaffirm that the fundamental responsibility for successfully implementing this agenda lies with governments

13. We call for strong global and regional collaboration, cooperation, coordination and monitoring of the implementation of the education agenda based on data collection, analysis and reporting at the country level…

14. …We therefore are determined to increase public spending on education

15. …In accordance with their commitments, we urge those developed countries that have not yet done so to make additional concrete efforts towards the target of 0.7 per cent of GNP for ODA to developing countries…

17. We further entrust UNESCO, as the United Nations’ specialized agency for education, to continue its mandated role to lead and coordinate the 2030 education agenda, in particular by: undertaking advocacy to sustain political commitment…

18. We resolve to develop comprehensive national monitoring and evaluation systems

19. We have discussed and agreed upon the essential elements of the Education 2030 Framework for Action…We are fully committed to its implementation after its adoption, to inspire and guide countries and partners to ensure that our agenda is achieved.

 20. Building on the legacy of Jomtien and Dakar, this Incheon Declaration is an historic commitment by all of us to transform lives through a new vision for education
(https://en.unesco.org/world-education-forum-2015/incheon-declaration)

The Ecovillage Design Education (EDE) was born out of the experiences of long existing communities and cutting-edge educators in order to teach how to create a new way of living which brings together the four key dimensions of an ecovillage: social, cultural/worldview, environmental and economic…Gaia Education is a member of the UNESCO Roadmap for implementing the Global Action Program on Education for Sustainable Development…Ecovillage Design Education is…An education promoting and facilitating healthful planetary evolution…understanding the importance of spirituality and creating sacred space in building new societies…”
(http://damanhureducation.it/ede_course)

“Ecovillage Design Education programmes, often referred to as 'EDEs', provide students of all ages with the knowledge and practical skills on how to design a society which uses energy and materials with greater efficiency, distributes wealth fairly and strives to eliminate the concept of waste."

Students become change agents and sustainability designers, taking active roles in transitioning their existing communities, institutions and neighbourhoods, to more sustainable patterns of production and consumption, as well as leading more joyful, meaningful and healthier lives.”
(http://www.gaiaeducation.org/index.php/en/face-to-face-programmes)

Alice Moore brought the term “change agents” to the front in 1974 and later recalled, “The goal of the Progressives was to turn schools into indoctrination centers for the purpose of creating a godless and socialist society. They intended to do so by making teachers ‘change agents’. That change was coming was made clear by one of our Kanawha County principals who proudly proclaimed, ‘We are no longer transmitters of information in education. We are transformers for social change.’ The term ‘change agent’ was being heard from school administrators and teachers and appearing in professional education journals.” (Page 185 of Protester Voices—The 1974 Textbook Tea Party.

GAIA EDUCATION CURRICULUM

The “Change Agents” have a curriculum that trains them to spread their message. It is called Gaia Education-Ecovillage Design which is a “ Curriculum conceived and designed by the GEESE – Global Ecovillage Educators for a Sustainable Earth.” (https://www.scribd.com/document/54748902/Gaia-Education-Ecovillage-
Design-Curriculum
) Let’s look at snips from this 116 page document. After opening with a quote from a former United Nations Secretary General there is a set-up taken straight from #3 of Saul Alinsky’s “12 Rules for Radicals” which is “Look for ways to increase insecurity, anxiety and uncertainty.” (http://www.bestofbeck.com/wp/activism
/saul-alinskys-12-rules-for-radicals
). Note: I did not use bold font for the key words and phrases. See how many you can find. I used italics instead of quotes except for my comments.

Read their words:

We live in a rapidly changing world that is transforming before our very eyes. Humanity is now being challenged as never before to grow in wisdom, maturity, and understanding.  A plethora of deep and pressing concerns is calling for our immediate attention, concerns such as: Earth's environmental degradation…the glaring and increasing disparity between rich and poor…feelings of disconnection with the natural world; the dimming of a sense of spiritual awareness and purpose; global warming and ozone depletion; etc…Amidst these intense challenges, and largely catalyzed by them, lies the prospect for tremendous growth in human potential and consciousness.

They claim “people from all over the globe are coming together” for creating new ways to live with the “potential for a refreshed, renewed, revitalized humanity.”

The Global Ecovillage Network (GEN) believes the most promising and effective way to deal with all these issues is through education – not a typical education but a new kind of global education, specifically designed to meet the challenges and opportunities of the 21st century…

The “education” they seek sounds good at first: “empowering individuals and communities” to be more self-reliant.” But, then it gets metaphysical: focusing on “issues pertaining to the transition to sustainable culture; an education promoting and facilitating healthful planetary evolution.” It closes with another good sounding goal: “a meaningful, dignified, high-quality life for all the world’s people.”

This is the Ecovillage Design Education (EDE) – an education preparing the way for a sustainable future…

The term “sustainable” is fine of itself: “of, relating to, or being a method of harvesting or using a resource so that the resource is not depleted or permanently damaged.” For the Change Agents, sustainable becomes a religious concept related to Mother Earth (Gaia) worship.

The EDE is a project of Gaia Education, a component of the Global Ecovillage Network. Gaia Education…is a consortium of experienced ecovillage educators from around the globe…The EDE is systemically organized as a mandala of what we perceive to be the four primary, intrinsic dimensions of human experience: Ecological, Social, Economic, and Worldview.

Their “mandala” is a circle listing those four dimensions and 5 subtopics (modules) for each one. I doubt if it is a coincidence that “mandala” also means “a Hindu or Buddhist graphic symbol of the universe.” Some of the modules cause Constitutional-conservatives to take notice: “Shifting the Global Economy to Sustainability,” “Community Banks and Currencies,” and “Green Building and Retrofitting” are the primary areas of concern. For Christians, all of the topics in the “worldview” dimensions are alarming: "Holistic Worldview," "Listening to and Reconnecting with Nature," "Awakening & Transformation of Consciousness," "Celebrating Life: Creativity and Art," and "Socially Engaged Spirituality."  The "Celebrating Life: Creativity and Art," module is another one that seems worthwhile on the surface, but when viewed deeper it reveals the New Age religion connection. The second goal of this module is “Recognizing and reclaiming unbounded creativity as our true nature, as a flow from a universal source, as natural as the blossoming of a flower.” The “Ecovillage-based art will strive to embody evolved concepts of beauty, harmony, and grace consistent with deep ecological and spiritual values, and expressions of cultural diversity that are unique celebrations of a particular place…For years now, the ecovillages have been developing features of a common global culture that have much to offer as they weave ancient timeless ideas into modern new contexts.”

The “Socially Engaged Spirituality” goals are:

•Linking together the paths of “inner” spiritual transformation and “outer” social change
•Placing spiritual awakening and transformation of consciousness on the social change agenda
•Placing social change activism on the spiritual agenda
•Facilitating creative collaboration between spiritual groups and social change groups, thereby synergistically furthering the goals of both
•Inspiring and empowering new practitioners of socially engaged spirituality  with potent examples from groundbreaking pioneers

Besides stating that “The Isha Upanishad, an ancient Hindu scripture, warns of the perils of a life devoted solely to meditation, or solely to action, and extols the virtues of a life devoted to both action and meditation”, they also site examples from all of the major religions. Again, the learning activities are heavily New Age religion.

The “Experiential Learning Activities” include:
•Dances: Circle dancing, free-form dancing, African dancing, and other modalities to loosen up the body and gain whole body awareness
•Rituals/ceremonies: Creating rituals around the cycles of the moon, the sun,the place, or whatever is brought to the course to learn the process of designing and creating rituals and ceremonies as tools for celebration, healing and group bonding
•Singing: Taize songs, Native American songs, African-American songs, contemporary songs, Canons, songs of the heart, Earth songs, Rainbow songs
• Workshops on future visioning, a creative method for uncovering the personal and common group vision
•Selected games and plays that may enhance and complement the learning and allow the whole person to be present
•Game of Life (See  Damanhur: The Real Dream  for explanation)

“Damanhur: The Real Dream” is a book by Jeff Merrifield that tells about a commune call “Damanhur” which was named after the Egyptian city where a temple to a major Egyptian god was located. The commune is located in northern Italy. The residents hold “ a mix of New Age and neopagan beliefs.” (https://en.wikipedia.org/wiki/Federation
of Damanhur
) The “Game of Life” is a practice set up for controlling the lives of the commune members. (https://damanhurinsideout.wordpress.com/damanhur-a-brief-overview/)

The goal of the Gaia Education course (which they hope will become a “four-year degree with a diploma”) is to produce disciples to spread the word as a type of missionary. “Graduates will be like seeds scattered in the wind – some will find fertile ground in which to recreate the very organic, holistic, integrative, holographic process that is genuine ecovillage designing…”

“Holographic” does not likely refer to a “hand-written document” or “holograms - a photographic recording of a light field” or even the principle of string theory known as the holographic principle. (https://en.wikipedia.org/wiki/Holographic_principle) It more likely refers to something similar to “The Holographic Universe.”

The Holographic Universe is “The theory that reality, as we consciously experience it, is not real, goes back to the indigenous people who believed that we exist in a dream or illusion. In our current timeline, we refer to the our (sic) virtual reality experience as a matrix, grids, simulation and hologram…Time is an illusion, therefore so is everything else. The universe is a consciousness hologram. Reality is projected illusion within the hologram. It is a virtual experiment created in linear time to study emotions. Our hologram is composed of grids created by a source consciousness brought into awareness by electromagnetic energy at the physical level…The hologram had a beginning and it has an end, as consciousness evolves in the alchemy of time." (http://www.crystalinks.com/holographic.html)

Even if the Gaia Education evangelists are not quite that far out, the fact is they strongly believe in evolution, environmentalism, and they will try to educate others to exalt earth as a living entity. The epilogue to the course document opens with, “In preparation for the emergence of a new worldview, ‘seed’ people will begin to appear, inoculating the collective consciousness with new ideas and concepts – evolved interpretations about the nature of reality.” By their own words Gaia education is a religion: “a cause, principle, or system of beliefs held to with ardor and faith.” (https://www.merriam-webster.com/dictionary/religion)

By all indications, according to the writing and thinking of so many, those of us in the West are in the midst of a paradigm shift today – a new worldview is indeed emerging, a worldview that is complementing and merging with long-held philosophies of the world’s wisdom traditions. This new worldview, this evolution in consciousness, will prove to be of unprecedented and unparalleled proportions because of the unifying effects of cultural globalization. We can now experience humanity as one big family, one people, an earthly unity; and similarly, we can experience our planetary home, as revealed from photos taken by astronauts, as a living, respirating super-organism – Gaia. The new worldview is being defined as an evolution from mechanistic to holistic, or from material to spiritual, interpretations about the nature of reality: Consciousness precedes physicality; ideas create form. The purpose of the Worldview dimension of the EDE, therefore, is to articulate the parameters of this evolution as it pertains to the design and implementation of sustainable community models.

Spirit, the Great Mystery, the Absolute – whatever your preference – is enigmatic and infinite, ineffable, yet everywhere and within everything. Countless are the names of the Divine, the spiritual practices and religious beliefs that exist on this small planet. The Unity loves variety. Therefore, it is not our purpose as ecovillage designers to define, much less prescribe, personal or group spirituality. Rather, we are privileged to simply facilitate an ongoing exploration of spiritual realms – individually, collectively, and syncretically. We engage ourselves and the group in a spiritual quest, remaining as humble as possible, and always with an eye toward applying our insights and revelations to the design of thriving sustainable communities – for the benefit of all. We position ourselves firmly in the center, where meaning is emerging, between the unseen implicate and manifest explicate orders, using the temporal to entice inspiration and guidance from the primordial, and thus aligning with evolution, or rather, becoming the evolution itself.

Spirituality is the core essence, the sustaining life-force infusing and giving direction, meaning, and purpose to a cultural system. Comprising the ultimate in shared values and ethics, the spirituality of a culture forms the basis for legitimating its socio-economic structure and its relationship with the greater-than-human world – its cosmic ecology.  While there may be universal values and ethics common to all spiritual traditions (e.g. –love, compassion, forgiveness, mercy, reverence for that which nurtures and sustains life, etc.)…

And so, in contrast to most other educational programs that prefer to sidestep or ignore this sensitive issue, the spiritual dimension to life’s existence is an integral component of the Ecovillage Design Education. Spirituality – and its multifarious cultural expressions in/as art, music, ritual, ceremony, pageantry, mind-body awareness, and various practices designed to develop expansion of consciousness and attunement to the needs and wishes of the greater whole – is infused throughout the EDE curriculum. The ecovillage is seen as a place consciously created to allow for the spiritual dimensions of life to unfold in all their wonder and splendor.

They claim that each ecovillage will be allowed to “accentuate one spiritual tradition or practice more than another” but encourage “diverse, ecumenical spiritual perspectives.” They have the unreachable idealistic hope that there will be “mutual-respect, trust, cooperation, harmony, beauty, inter-connectedness and wholeness.” Again, in their own words, Gaia educators blame humans for harming the environment and admit that education is crucial to spreading their dogma:

Human beings – more precisely the species Homo sapiens sapiens – as a whole have made a big mess on this planet but the solution lies in the heart and soul of each individual: there is where real change will take place. The transition to a sustainable future is the expansion of so many individual consciousnesses…And so, as an integral component of this education, each student will be encouraged to initiate or engage in some sort of personal spiritual practice.

Continuing with the own words of the Gaia educators, we see their strategy to educate the world populace with the worldview of the Gaia educators:

As a global educational program, the intent is to create a comprehensive yet adaptable curriculum that can be implemented easily by peoples of all cultural backgrounds. As such, this curriculum attempts to delineate and focus on themes and values common to all spiritual traditions. At the same time, particular emphasis is placed on individual and personal transformation: it is at this level that we are attempting to influence and prepare.

The Worldview dimension of the EDE addresses these vital aspects to human existence in the following five modules: Module 1 – Holistic Worldview – is an articulation of the nature of the transition we are currently living through, re-integrating science and spirituality, as a new worldview is emerging; Module 2 – Listening to Nature – is a guide for reconnecting human beings with the natural world, as a spiritual practice; Module 3 – Awakening & Transformation of Consciousness – is an almost poetic account of the consequences of a commitment to the spiritual journey; Module 4 – Celebrating Life: Creativity & Art – reminds us all that in community there is celebration, and in creative artistic expression there is re-unification with the source; and finally, Module 5 – Socially Engaged Spirituality – expounds on the view that a spiritual life well-lived is a life of active social service, and in these times the two cannot be separated.

Gaia Education Worldview Goals:
 
•Formulating a comprehensive worldview that accounts for both scientific and spiritual dimensions of interconnectedness and interrelationship at multiple levels – from personal to planetary 
•Elucidating discoveries in the ‘new science’ that point to a definite spiritual basis underlying reality 
•Introducing students to a new vocabulary to describe this holistic worldview 
•Helping to heal the divisions between spirituality and science, and simultaneously between Eastern and Western cultural paradigms
•Instilling an instinctive awareness that the interconnectedness of life is not mere metaphor, but a living truth for which we humans must take responsibility
 

Gaia Education Worldview Content:

A new paradigm is emerging in which the universe is experienced as a unified pattern of living systems, all fundamentally inter-connected in a complex network of relationships. This ushers in a new ‘holistic’ or ‘integral’ worldview.

Evidence for this integral worldview is mounting in many scientific disciplines simultaneously. In physics, biology, psychology, systems theory, physiology, complexity theory – a common theme has emerged: beyond the observable physical realm, there exist in- visible patterns or principles that somehow organize or influence the world we observe and experience. Science is learning that something transpires behind that which appears.

These discoveries are rapidly shifting our understanding of reality. Science is uncovering profound new levels of interconnection between matter and consciousness. Physical reality is now understood to be based on a web of dynamic relationships – not atomistic parts. The new science demonstrates that what appears to our senses as concrete, stable and inert is, on the contrary, comprised of interrelationships of a myriad of elements in motion: energies, particles, and charges animated by powerful internal dynamism.

Exciting new discoveries are also revealing that consciousness definitely influences matter; the physical world and our mental human world are interlinked and overlapping in profound ways we don’t yet fully understand.

For E’s on a report card signifies serious academic deficiency. The four E’s in this article show significant all-out angry deceit.

The Four E’s can be summed up in one other “E” word: ERROR.

If Christians and conservatives do not wake up and RESCUE THEIR CHILDREN, the only hope for America is the return of Jesus Christ.


ADDENDUM

1. Please watch these brief videos and see the eerie nature of Mother Earth Worship.

They are close to getting the children!

Pledge of Allegiance to the Earth
https://www.youtube.com/watch?v=GDehIG6k7TE

https://www.youtube.com/watch?v=JOvJUvm5o0s

https://www.youtube.com/watch?v=_uA4iqxv1G0

2. Global Oneness Project:  Bringing the World to Your Classroom "The Global Oneness Project has been producing and curating multicultural stories since 2006. Each month, we release a new story and an accompanying lesson plan aligned to National and Common Core Standards. Our library of stories examines global issues with a personal and humanistic lens."

3. The Earth Pledge for adults:  https://www.youtube.com/watch?v=PiYypSR3tY4

4. Glenn Beck is deluded about Mormonism, but he understands progressives and Mother Earth worship.  See https://www.youtube.com/watch?v=AvOZZJ3x4Gc

5. A "Oneness" preacher:  https://www.youtube.com/watch?v=OtMyqYVUD-c

6. Manly Palmer Hall said, “World problems will not be solved except by creating a solution up through and out through the people themselves; and so, no postwar program can be successful unless at least three and probably five generations of social conditioning goes with it. The way of that conditioning would be the one used in Central Europe to condition Nazi Minds. There the circulation of an ideology began in the public schools, began with the small child; which is where we will have to begin, and educate not only our own people but the peoples of the world.
“Asia in the Balance of the Scales” by Manly Palmer Hall, in Horizon: The Magazine of Useful and Intelligent Living, Spring, Volume 4, No. 1, April 1944. 
(http://www.chick.com/bible/Why-does-the-New-World-Order-hate-the-King-James-Bible.asp) You need to click "Click here to read Manly Palmer Hall's 1944 article."

7. Read the prayer to mother earth US Student Textbook, "Prayer to the Earth" New Age Source Book 1994, 45.

8. While researching an article I plan to post in January I found this site.  Conscious Evolution keeps popping up.  This particular site is a good example of how modern technology will sway the masses. Go to the homepage of Worldshift Media and watch the 21/2 minute video to get an idea of how slick it is. I did not include the “music” festivals plugged by Worldshift Media, but it is certain that the sixties of the 60’s has not been eradicated.  By clicking on the "evolution" tab and then "Words of Wonder / Get Up, Stand Up..." and look at the lyrics from 6:53 to 7:19. After a general attack on God (which could be the god of any religion), the words get specific: “If you know what your life is worth you will look for yours on earth…We’re sick and tired of your ism-skism game. Dyin’ ‘n’ goin’ to heaven in-a Jesus name, Lord. We know when we understand almighty God is a living man. You can fool some people sometimes, but you can’t fool all the people all the time. So now we see the light (What you gonna do?) Stand up for your rights.” The reference to God as a man is not Jesus as God in the flesh (John 1:1-14 KJB). It is to the divinity of man.

9. Socialism is likely intertwined in the education-environmentalism-evolutionism-exaltation thread. I have not done research in that area, but following are two pieces of evidence.

“In classic Marxist theory, Communism is the final stage of the evolution of human socioeconomic relations. In the Marxist model, the feudal state is overthrown by the rise of the bourgeoisie, ushering in the capitalist epoch. Capitalism is then overthrown by the rise of the proletariat, which ushers in not communism, but the Socialist state. Each previous step is the necessary precondition for the next.”
(https://www.quora.com/Whats-the-difference-between-Socialism-Marxism-and-Communism)

“Marxist theorist (Antonio Gramsci of Italy) concluded that the Christianized West was the obstacle standing in the way of a communist new world order.  The West would have to be conquered first. Gramsci posited that because Christianity had been dominant in the West for over 2000 years, not only was it fused with Western civilization, but it had corrupted the workers class.  The West would have to be de-Christianized, said Gramsci, by means of a 'long march through the culture'"  Additionally, a new proletariat must be created… The new battleground, reasoned Gramsci, must become the culture, starting with the traditional family and completely engulfing churches, schools, media, entertainment, civic organizations, literature, science, and history.  All of these things must be radically transformed and the social and cultural order gradually turned upside-down with the new proletariat placed in power at the top.”
(http://www.americanthinker.com/articles/2007/02/cultural_marxism.html)

Possibly falling under this heading is the move to a worldwide monetary system. Here is one (major?) advocate:

“Humanity is at a critical juncture…Why? Because many of the socio-economic rules under which we operate were created under a worldview that failed to recognize that the earth is a living system and that every form of life has its unique and valuable place and purpose in sustaining the larger web of life…How do we turn things around?  How can we reverse the downward spiral in which much of our world has been caught?  The good news is that a fast growing movement of communities, businesses, not-for-profits, and governments around the world is hard at work on this very question…Neither creativity nor good intentions are lacking, so why is it that so many change makers around the world often feel that they are swimming upstream?...A world of sustainable abundance is actually possible, but only if we are willing to upgrade our monetary system so that we can begin to leverage true human wealth, which is our energy and creativity.”
(http://www.lietaer.com/2010/09/callofourtimes/)   

The above is by Bernard Lietaer a professor who has publications where “he describes and draws from the perceptions of freiwirtschaft.” (https://en.wikipedia.org/wiki/Bernard_Lietaer)

“Freiwirtschaft (German for ‘free economy’)” which “consists of three central aspects” one of which is “All land is commonly owned or else the property of public institutions and can only be rented from the community or from government, respectively, not purchased.”
(https://en.wikipedia.org/wiki/Freiwirtschaft)


10. More on Gaia Education

“Gaia Education programmes EMPOWER change makers with inner and outer skills to redesign the human presence in the world.” (http://gen.ecovillage.org/en/gaia-education)

“Gaia Education’s flagship curriculum is an official contribution to the UN Decade of Education for Sustainable Development.” (http://gen.ecovillage.org/en/gaia-education)

11. Global Education Monitoring Report

The Global Education Monitoring Report (the GEM Report, formerly known as the Education for All Global Monitoring Report) is an editorially independent, authoritative and evidence-based annual report published by UNESCO. Its mandate is to monitor progress towards the education targets in the new Sustainable Development Goals (SDGs) framework. The substance of the GEM Report is developed and its quality assured by an experienced team under the leadership of the GEM Report Director.

The GEM Report is a singular, comprehensive, analytical and authoritative reference for the global follow-up and review of education. With 13 reports produced since 2002, the Report has acquired extensive experience in monitoring and policy analysis and a global reputation for excellence, covering themes ranging from inequality, gender and teaching and learning to conflict, literacy and early childhood care and education.

The movement to ensure a sustainable future for the planet has set forth an ambitious universal vision for development, including an education goal and 10 specific targets.

https://en.unesco.org/gem-report/about

12. Policy Paper 28
Dec. 2016

Textbooks pave the way to sustainable development

snips

(pg. 1) Few instruments shape children’s and young people’s minds more powerfully than the teaching and learning materials used in schools. Textbooks convey not only knowledge but also social values and political identities, and an understanding of history and the world…

As this policy paper shows, however, textbooks in many countries still fail to deal comprehensively, clearly and fairly with concepts that are crucial for social cohesion, political stability and the future of the planet, including gender equality, human rights, environmental protection, peace and non-violence, and cultural diversity. All governments should urgently review and revise their textbooks to ensure that the content covers these ideas, which are integral to Target 4.7 of the Sustainable Development Goals.

More than any other education target, Target 4.7 touches on the humanistic and moral purposes of education, and their reflection in policies, curricular contents and teacher preparation. The target also acknowledges the important role of culture and the cultural dimensions of education:

‘By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.’…

This paper’s focus on textbooks is directly related to the global indicator established for Target 4.7, which seeks to measure the extent to which global citizenship education and education for sustainable development, including gender equality and human rights, are mainstreamed in national education policies, curricula, teacher education and student assessments….

(pg. 2) The policy paper mainly draws on new analysis for the 2016 GEM Report…

Education helps students understand environmental problems, their consequences and the types of action required to solve them. The primary approach to address environmental challenges is through formal schooling…

Although over half of curricular frameworks still do not mention climate change, as the 2016 GEM Report shows, emphasis on the environment has increased in secondary school textbooks over the last 40 years.

(pg. 3)

As well as ensuring that environmental problems are seen as global issues, it is critical for textbooks to develop students’ sense of agency, and their environmental problem-solving abilities and competencies so that they can bring about change in their communities and everyday lives…

Although textbooks are focusing more and more on the environment, some refute scientific findings on climate change. Others have attracted criticism for the way they describe the relationship between environmental damage and human activity.

(pg. 4) The textbooks not only cast doubt on the causes of climate change but also emphasize its positive effects and describing its negative effects as uncertain: ‘Global warming could have some positive effects. Farmers in some areas that are now cool could plant two crops a year…

The number of mentions of globalisation has risen, however. Such mentions were non-existent in 1970s but were found in nearly 40% of textbooks in late 2000s. Economic globalisation made up 46% of these mentions while political globalisation accounted for 28% and sociocultural globalisation 25%...

(pg. 5) Global citizenship education aims to inculcate students with a notion of belonging not just to their own country but to broader trans-national and global entities, and the challenges they face… (emphasis added)

Education helps students understand environmental problems, their consequences and the types of action required to solve them. The primary approach to address environmental challenges is through formal schooling…

While textbooks increasingly seek to impart global knowledge and values, they continue to concentrate on creating a sense of national identity by instilling national values and ideals. Across 76 countries’ secondary school social studies and history textbooks, nearly 90% mentioning global citizenship also mentioned national citizenship issues in the late 2000s, suggesting that both conceptions of citizenship are compatible and are increasingly found in the same textbook…

(pg. 8) The rights of lesbian, gay, bisexual, transgender or intersex (LGBTI) people appear in only 3% of secondary school social studies textbooks, with almost no change since 1970s… (emphasis in original)

This low coverage echoes earlier findings that schools are failing to incorporate issues related to sexual diversity in their curriculum materials…

(I skipped over the evil of America in Vietnam and the criticism oftoo much portraying of women taking care of the home.)

(pg. 14) The GEM Report recommends that textbooks should be reviewed and revised as soon as curricula have been reformed to meet the needs of the new sustainable development agenda. Guidelines explicitly related to environmental issues, peace and global citizenship, sustainable development, human rights and gender equality need to be integrated within textbook review processes:

In the case of environment and climate change, there must be a definitive effort to improve the text so that it reflects scientifically accurate portrayals of the challenge at the global and national levels and includes specific mentions of agent roles and individual responsibilities…

http://unesdoc.unesco.org/images/0024/002467/246777E.pdf

13. Progress towards the Sustainable Development Goals Report of the Secretary-General

July 2016

In General Assembly resolution 70/1, “Transforming our world: the 2030 Agenda for Sustainable Development”, a new, ambitious and universal development agenda is outlined for the global community. The implementation of that bold and transformative plan of action over the next 15 years could shift the world onto a sustainable and resilient path, leaving no one behind.

In order to promote accountability to their citizens, Member States committed to providing for systematic follow-up and review of the implementation of the 2030 Agenda at the national, regional and global levels (see General Assembly resolution 70/1, para. 47). The high-level political forum on sustainable development was mandated to play the central role in overseeing follow-up and review processes at the global level. A key component of the process is an annual progress report, prepared by the Secretary-General in cooperation with the United Nations system (ibid., para. 83), which will inform the follow-up and review in the context of the high-level political forum. The progress report is to be based on a proposed global indicator framework developed by the Inter-Agency and Expert Group on Sustainable Development Goal Indicators…

The present report, as mandated, presents the first overview of the current global situation relative to the 17 Goals of the 2030 Agenda, on the basis of the global indicators…

Goal 1. End poverty in all its forms everywhere

Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture

Goal 3. Ensure healthy lives and promote well-being for all at all ages

Goal 4. Ensure inclusive and equitable quality education and promote lifelong opportunities for all

Goal 5. Achieve gender equality and empower all women and girls

Goal 6. Ensure availability and sustainable management of water and sanitation for all

Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all

Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all

Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation

Goal 10. Reduce inequality within and among countries

Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable

Goal 12. Ensure sustainable consumption and production patterns

Goal 13. Take urgent action to combat climate change and its impacts

Goal 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development

Goal 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss

Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

Goal 17. Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development

The world today is home to 1.8 billion people between the ages of 10 and 24. Children and young people, who are potential agents and partners in implementing the 2030 Agenda, face enormous challenges.

(closing paragraph)

The success of all such global initiatives will require capacity-building efforts. In addition, new data sources and technologies for data collection will need to be explored, including through partnerships with civil society, the private sector and academia. The integration of geospatial information and statistical data will also be essential for the production of a number of indicators

http://www.un.org/ga/search/view_doc.asp?symbol=E/2016/75&Lang=E

14. Eighth Karunungan Festival: Global Citizenship Education

Since 2013, the Karunungan (Wisdom) Festival has become the SHS Committee’s flagship project to commemorate the National Teachers’ Month (September to October). Targeting school teachers and students, Karunungan endeavours to bring new knowledge and expertise from the social and human sciences to enrich learning content and improve the quality of teaching.

Global Citizenship Agenda

 Global Citizenship Education was chosen as the 2014 Karunungan theme in keeping with UNESCO’s current thrust of developing among today’s students a sense of oneness with humanity and Planet Earth, and hence, also the notion of “citizenship” beyond one’s own homeland or national borders. Global Citizenship Education has emerged as an important topic in international development discourse. The Global Education First Initiative, launched by UN Secretary General Ban Ki Moon in 2012, identifies “fostering global citizenship” as comprising a program priority area.

The Festival’s keynote address was delivered by Dr. Bae Kidong, Professor of Hanyang University and Chairman of the Governing Board of the Asia Pacific Centre of Education for International Understanding (APCEIU), a UNESCO Category II Centre based in Seoul, South Korea. He underscored that Global Citizenship Education should be strengthened in light of the emergence of issues that can no longer be treated nationally/domestically. He made special mention of climate change (which he referred to as the defining issue of the 21st century) as requiring local action and a global perspective engendered by global citizenship education…

Dr. Bae defined Global Citizenship as “harmonious attitudes for fostering sustainability of societies amidst cultural relativism.”

Approaches in Teaching Global Citizenship

Going beyond the educational goals of capacitating people with skills, knowledge, values and attitudes to secure their basic socio-economic needs and allow them to lead productive lives, Global Citizenship Education aims to inculcate among students better intellectual and moral awareness of issues that affect not only one’s self and surroundings, but the world as a whole. Dr. Arugay stressed that Global Citizenship Education should not stop with awareness of international affairs. It should also allow students to critically shape their opinion and act on issues, so they themselves can come to constitute a critical mass for positive social change.

http://www.unesco.gov.ph/content/article/Eighth%20Karunungan%20Festival%20Global%
20Citizenship%20Education

[“ Karunungan is the Filipino equivalent of wisdom.” (https://www.mapado.com/en/nocity/karunungan-
festival)]

UN “Sustainable Development Goals Knowledge Platform”

The Division for Sustainable Development (DSD) seeks to provide leadership and catalyse action in promoting and coordinating implementation of internationally agreed development goals, including the seventeen Sustainable Development Goals (SDGs).

https://sustainabledevelopment.un.org/about

Sustainable Development Goals

17 Goals to Transform the World

http://www.un.org/sustainabledevelopment/

15. International Guidelines on Sexuality Education

UNESCO launched the Conference Ready version of its International Guidelines on Sexuality Education at the 19th World Association for Sexual Health (WAS) Congress held in Göteborg, Sweden, 21-25 June 2009.

The WAS Congress, on the theme of “Sexual Health and Rights: A Global Challenge”, brought together clinicians, researchers, educators, activists and policy makers from around the globe to share knowledge on issues of contemporary sexual health…

In summary, the draft International Guidelines respond to the challenge of giving children and young people access to the knowledge and skills they need in their personal, social and sexual lives…

A final version of the draft International Guidelines on Sexuality Education with endorsement from several partner UN agencies is expected by the end of 2009.

http://portal.unesco.org/en/ev.php-URL_ID=46258&URL_DO=DO_TOPIC&URL_SECTION=201.html

16. International Technical Guidance on Sexuality Education
An evidence-informed approach for schools, teachers and health educators

December 3009

(pg. 5) This International Technical Guidance on Sexuality Education was commissioned by the United Nations Educational, Scientifi c and Cultural Organization (UNESCO).

(There is much concern about HIV, but lacking calling it mostly due to homosexual sex.)

(pg. 13) In most countries, children between the ages of fi ve and thirteen, in particular, spend relatively large amounts of time in school. Thus, schools provide a practical means of reaching large numbers of young people from diverse backgrounds in ways that are replicable and sustainable…

(pg. 16) Sexuality education attracts both opposition and support. Should opposition occur, it is by no means insurmountable…

(pg. 18) (T)he sensitive and sometimes controversial nature of sexuality education makes it important that supportive and inclusive laws and policies are in place, demonstrating that the provision of sexuality education is a matter of institutional policy rather than the personal choice of individuals…

Safety in the classroom environment should be reinforced by anti-homophobic and anti-gender discrimination policies that are consistent with the curriculum. More generally, the ethos of the school should be aligned with the values and goals of the curriculum…

(pg. 19) Schools can become trusted community centres that provide necessary links to other resources…

(pg. 70) The topics and learning objectives address four age groups and corresponding levels: 1. ages 5 to 8 (Level I) 2. ages 9 to 12 (Level II) 3. ages 12 to 15 (Level III) 4. ages 15 to 18+ (Level IV)

(pg. 82) snips

2.5 Finding Help and Suppor

Learning Objectives for Level III (12-15 years)

There are places where people can access support for sexual and reproductive health (e.g. counselling, testing and treatment for STIs/HIV; services for contraception, sexual abuse, rape, domestic and gender-based violence, abortion and post-abortion care* and stigma and discrimination)

A good source of help maintains confidentiality 5 and protects privacy

*“In no case should abortion be promoted as a method of family planning…In circumstances in which abortion is not against the law, such abortion should be safe. In all cases, women should have access to quality services for the management of complications arising from abortion. Post-abortion counselling, education and family-planning services should be offered promptly, which will also help to avoid repeat abortions.” ICPD POA, para. 8.25 “In circumstances where abortion is not against the law, health systems should train and equip health-service providers and should take other measures to ensure that such abortion is safe and accessible.

(pg. 92) snips

5.1 Sex, Sexuality and the Sexual Life Cycle

Learning Objectives for Level I (5-8 years)

It is natural to explore parts of one’s own body, including • the private parts

Learning Objectives for Level II (9-12 years)

Many boys and girls begin to masturbate during puberty or sometimes earlier

Masturbation does not cause physical or emotional harm but should be done in private

(pg. 93) snips

5.2 Sexual Behaviours and Sexual Response

(pg. 94) snips

Learning Objectives for Level II (9-12 years)

Few, if any, people have a sexual life that is without problems or disappointments

Learning Objectives for Level III (12-15 years)

Abstinence means choosing not to engage in sexual behaviours with others, and is the safest way to avoid pregnancy and STIs, including HIV

Condoms and other contraceptives enable people to engage in sexual behaviours that reduce the risk of unintended consequences

Non-penetrative sexual behaviours are without risk of unintended pregnancy, and offer reduced risk of STIs, including HIV

Transactional sexual activity is the exchange of money, goods or protection for sexual favours

(Pg. 95) snips

6.1 Pregnancy Prevention

Learning Objectives for Level II (9-12 years)

Not having sexual intercourse is the most effective form of contraception

Correct and consistent use of condoms can reduce the risk of unintended pregnancy, HIV and other STIs

http://unesdoc.unesco.org/images/0018/001832/183281e.pdf

June conference version:
http://www.foxnews.com/projects/pdf/082509_unesco.pdf