A lot of people are up in arms about the new Common Core education standards. State legislatures are fighting against Common Core standards, essentially saying that the standards are actually a step backward.
Sandra Stotsky, a professor at the University of Arkansas, served on the committee to validate the standards when they were first developed. She refused to sign off on Common Core, and has since become a leading critic of the standards, which she said are little better than those already in place in the worst states in the country.
“The standards dumb American education down by about two grades worth,” she said in an interview with The Daily Caller News Foundation.
Stotsky expressed serious reservations about the rigor of the English language curriculum standards.
Other education experts have similar concerns about the mathematics standards, which do not require students to take algebra I until high school–and don’t require algebra II at all — and would leave them lagging behind students in China.
As the Obama administration, Bill Gates, the United Nations, and other forces seek to finalize the decades-old effort to nationalize — and even globalize — education by bribing and bludgeoning state governments to impose Common Core, one of the key agendas behind the deeply controversial standards has been largely overlooked. In essence, official UN documents and statements by top administration officials reveal a plan to transform American children, and students around the globe, into what globalists refer to as “global citizens” ready for the coming “green” and “sustainable” world order.
In recent years especially, UN reports and top world leaders have been openly boasting of their globalist plot to create a top-down, planned, and regimented society that is completely at odds with the U.S. Constitution, national sovereignty, individual liberty, God-given rights, Judeo-Christian values, and Western traditions. A major component of the scheme surrounds so-called “sustainability” and a radical UN program known as Agenda 21 encompassing virtually every facet of life. To prepare humanity for their vision, however, requires a new form of “education,” globalists admit. UNESCO calls it “Education for Sustainable Development.”
On its website, UNESCO, the self-styled global education agency, actually boasts of its plans. “The UN Decade of Education for Sustainable Development (2005-2014) seeks to mobilize the educational resources of the world to help create a more sustainable future,” the UN outfit explains. “Many paths to sustainability … exist and are mentioned in the 40 chapters of Agenda 21, the official document of the 1992 Earth Summit. Education is one of these paths. Education alone cannot achieve a more sustainable future; however, without education and learning for sustainable development, we will not be able to reach that goal.”
So in order for the elites to make their plan for global governance work, they must first dumb down our kids and break them of their individuality, making them into group think robots.
Meanwhile, actually educating children in the traditional sense — teaching them reading, writing, critical thinking, math, real history, actual science, and more — is on its way out, as globalists openly admit in official documents and all across UN websites. In its place, UNESCO, Bill Gates, the Obama administration, and other powerful globalist forces are working quietly but fiendishly to impose global education standards on humanity. Among other schemes is a UN plot known as the “World Core Curriculum” that has been in the works for decades.
(For additional information on planetary efforts to standardize schooling, please see “UN, Obama, and Gates Are Globalizing Education Via Common Core.”)
So what will children learn in the “green” world order? In a 2010 speech at a “Sustainability Summit,” Obama Education Secretary Arne Duncan offered more than a few hints. Openly proclaiming the administration’s loyalty to the globalist UN “sustainability” agenda, Duncan boasts of how the U.S. government is foisting it all on American children via the Common Core national standards and a wide range of related federal and international programs.
In fact, he said, the U.S. Department of Education “is taking a leadership role in the work of educating the next generation of green citizens and preparing them to contribute to the workforce through green jobs.” Obama’s former “Green Jobs” Czar, Van Jones, of course, was eventually forced to resign after his own words exposed him as a self-described “communist.” The notion of a centrally planned, UN-directed “green” economy and “green” world order, however, never went anywhere. As Duncan makes clear, central planners will determine what jobs citizens will have, and central planners will train them accordingly.
Of course, the unconstitutional federal education bureaucracy is not alone in the plot to transform America’s youth, Duncan continued, pointing to numerous other U.S. agencies and departments that “have made important contributions linking education and sustainability.” In the United States, like the imposition of Common Core on state governments, Duncan explained that much of the federal effort to indoctrinate young Americans into the “sustainable development” agenda is being funded by the so-called “stimulus” plan.
At the global level, the World Bank, multiple UN agencies, Big Labor, Big Business, tax-funded so-called “non-governmental organizations,” and more are all involved in harmonizing and globalizing education as well. As Duncan made clear in a separate 2010 speech to UNESCO, the Obama administration is fully on board with the planetary schemes as well. “Our goal for the coming year will be to work closely with global partners, including UNESCO, to promote qualitative improvements and system-strengthening,” he said, quoting former South African President Nelson Mandela to add that education “is the most powerful weapon which you can use to change the world.”
There are still a few conservative colleges and universities out there and the professors are appalled at the lack of fundamental skills students are bringing to school. I’m sure parents don’t want to pay for their kid’s first year of college taking remedial courses.
At this link, find the exam that students had to take to graduate from eighth grade in 1912, keeping in mind that for most students of this era, going to High School was akin to us going to college today. Fortunately for me, I would have passed, although I wouldn’t have been at the top of my class. 😉
And speaking of college, Stacy McCain goes into detail about the pros and cons, mostly cons of an elite college education:
One way in which these numbers are misleading, or at least incomplete, is that they disguise an important fact: Students going to Caltech for comp science are going to make a lot more money than a student going to Murray State College for Arts whether they went to college or not. The Caltech comp science guy is, look, coming into the classroom a lot smarter than the Murray State Arts grad. Even if they both dropped out of school on the first day of classes, the guy who was at Caltech would make more money that the Murray State student.
It’s nice that Ace makes this comparison between two state schools. One of the problems in most comparisons of this sort is that if you lump together state schools and elite private schools (Harvard, Yale, Stanford, Princeton, Duke, etc.), you’re comparing apples and oranges. The democratizing trends in education — college isn’t just for rich kids anymore — have been counteracted by an increasing prestige for private school diplomas, which are priced out of the range of all but the rich.
Here’s a simple test of who is “rich”: If you can afford $40,000 a year for your kid’s college tuition, congratulations, you’re rich.