Westlessness: Before they can ‘Build Back Better’ they have to Destroy what Exists

Are you wondering what this administration is doing? Are they intentionally trying to destroy our country?

If you’re asking those questions, I’ve got some answers. Maybe you lost your job or business during the shutdown, or maybe your job is threatened because of a vaccine mandate.

Maybe you’re concerned about what’s being taught in your child’s school. Why can’t they just learn reading, writing, and arithmetic? Why is there an emphasis on undermining family values, prying into private lives with invasive surveys about students’ home life, and shutting down parental objections to critical race theory and controversial sex-ed programs during school board meetings?

Maybe you’re worried about what’s going on in our stores. Why are shelves empty? Why can’t the ships get into the ports? Why is gas so expensive and inflation so high? What’s really going on with the supply chain?

If you’re looking for answers to questions like these, I’ve got answers. Get ready to discover the shocking truths media and politicians should be telling you but aren’t.

In February 2020 world leaders gathered in Munich, Germany for the Munich Security Conference. The theme of this conference is “Westlessness.” Westlessness refers to a world without American and Western hegemony. Hegemony is power and influence in the world.

Why were world leaders discussing a world without American and Western hegemony at the height of American hegemony? How was it possible for them to predict and even prepare a conference for such a world? After all, the conference was held before the first vote was cast, before the riots, and before the lockdown. Yet there they were, during the strongest days of the Make America Great Again movement, meeting to discuss a world without American and Western hegemony.

Soon after, the world shut down for the virus and the economy screeched to a near halt. Then we began to hear phrases like, “new normal,” “the Great Reset,” and “Build Back Better.” What we learn from the Munich Security Conference is when they say “Build Back Better,” they plan to build a new world order in which hegemony is shifted away from American and Western dominance.

This shift in global hegemony towards a new hegemon is affecting all of us. It’s why supply chains are disrupted and it’s why you’re losing your jobs. It’s why our military is declining, too, because hegemony refers not only to a nation’s economic, social, and political might. Hegemony also includes a nation’s military strength.

It’s not by accident America’s current president is the laughingstock of the world. We went from a president the world respected to an Oval Office disaster. Could that be intentional? Could it be possible the highest office in the land is ridiculed precisely so respect for America will be lost and a shift in American hegemony can occur?

Before they can ‘Build Back Better’ they’ve got to destroy what exists.

Mark of the Beast, or Blockchain Digital Identities?

As discussions about digital identities increase, some of you are asking about “the mark of the beast.”

Specifically, I’m often asked some variation of, “Does the vaccine passport have anything to do with this specific prophecy?”

Let’s start with the prophecy from Revelation 13:16-18:

Also it causes all, both small and great, both rich and poor, both free and slave, to be marked on the right hand or the forehead, so that no one can buy or sell unless he has the mark, that is, the name of the beast or the number of its name. This calls for wisdom: let the one who has understanding calculate the number of the beast, for it is the number of a man, and his number is 666.

Here’s my short answer: I don’t know if the vaccine passport has anything to do with this prophecy.

Here’s my long answer:

Humanism and 666

Lets’ start with “the number of man is 666.” Here’s what I know: the New World Order we’re entering is a conglomeration of economic, social, and environmental issues driven by a humanistic worldview. To accomplish this, “there will need to be shifts in attitudes, behaviours, and knowledge competencies,” says a 2015 report from the United Nations ESCAP (United Nations Economic and Social Commission for Asia and the Pacific).

UNESCO, who considers itself the “conscience of humanity,” is positioning itself to impose humanism upon the world. “What humanists of all ages and countries posited for cites and state, we must now achieve worldwide. We must build a lasting universal human community, drawing on the fundamental values of humanity.” Perhaps this terse motto of the American Humanist Association will contextualize the UN’s goals for humanity: “Good without a God.”

And just like that, humanity circles back to the original Fall of mankind in the Garden of Eden. Humanity becomes like a god, determining for itself good and evil. Why is the beast given the number 666, the number of man? How else could the early Christian church understand the term, “humanism?” 666 seems pretty sufficient to me.

The Beast’s Global Influence Requires Infrastructure

For the beast to control commerce and trade for everyone, a global infrastructure is needed. We’re now in a Fourth Industrial Revolution world that can make that possible. Blockchain technology is growing at a rapid pace, enabling everyone to have a unique digital identification and be connected to everything. It won’t be many years before buying, selling, and trading becomes impossible without a digital identity linking you to a “safe, secure” global network.

How Will Your Digital Identity be used by the Blockchain Infrastructure?

Here are some reasons why digital identities are just around the corner for everyone:

Banking/Finance/Money: Money is transforming from a pocketful of paper and coins to digital accounting on a digital wallet on your phone. Bitcoin has taken the digital world by storm as a decentralized alternative to fiat currency issued by national central banks such as the Federal Reserve in America. Because of its adoption across geographical boundaries, early entry into the world of digital finance, and continued dominance, Bitcoin is now being considered alongside gold as an attractive investment to large funds. However, the market is young and central banks are testing their own cryptocurrencies. The Bahamas are now testing one called the “sand dollar.”

Health: Medical records will be linked to a passport using blockchain. This is helpful for keeping your healthcare providers in the loop concerning your medical history. This also enables you to participate in social activities.

School: Your digital identity helps to mark students’ strengths and weaknesses. Artificial Intelligence can target causes of poor or good performance by monitoring online activities and other personal data (home situation, etc) and offer solutions to help students become better learners. This oversight will also help ensure compliance with new sustainable norms and values, while meeting UNESCO’s Education 2030 commitment to the UN’s Sustainable Development goals. Graduates will retain their digital identity to help them get jobs and participate in all aspects of trade and commerce in the blockchain world.

Businesses and Culture: Businesses will get social credit evaluations based on their sustainability efforts and environmental impact. The more compliant, the more AI boosts your company in connected algorithms and the greater the market share they’re going to get. Non-compliance gets penalized. If they can do it with businesses, they can do it with people. They just need everyone on the blockchain with a digital identity.

How Will Digital Identities become Mainstreamed?

Given the alleged inability of marginalized groups to get a voter ID, how is it conceivable everyone has their own digital identification?

A vaccine passport is just one way to get everyone identified. Your medical records become digitized, attached to the blockchain network, and you’re free to move about.

Another way to get everyone identified is to issue digital IDs to students and teachers. As we see with Cardano’s #CardanoAfrica initiative, particularly their work with the Ethiopian government, schools are easy targets. There, the first phase of a trial is underway to get 5 million students and 700 thousand teachers digitally identified.

Mass digital identification is even easier when schools require all incoming fall semester students be vaccinated. We’re already seeing this in some American colleges and universities.

I often wondered what it would take for people to get the “Mark.” Welcome to the Great Reset and the Fourth Industrial Revolution.

Exposing the Great Reset: Biblical Truths

Will the Great Reset create a better world? What about America?

What does the Bible say about the Great Reset, climate change, and Satan’s rule in this world?

How will the Great Reset affect you?

Recently I sat down with Jake McCandless and Cherrilynn Bisbano of Stand Firm Ministries to expose deep truths about the Great Reset.

Trump Was Right: 3 Ways America’s Schools are Under Assault

During his presidential address on July 3, 2020, at Mt. Rushmore, President Trump said, “We will expose this dangerous movement protect our nation’s children in this radical assault and preserve  our beloved American way of life in our schools, our newsrooms, even our corporate board rooms.”

Have we been paying attention to the assault going on in our schools? The assault on the minds and values of our nation is equally as bad in our schools as in our newsrooms and corporate boardrooms.

What’s going on in our schools that would make President Trump highlight them in his Independence Day celebration speech? Here are three ways America’s schools are under assault:

Parental Rights

Earlier this year, Harvard professor Elizabeth Bartholet challenged parental rights when she called for a presumptive ban on homeschooling. She claimed homeschooling is a threat to children and society. “The issue,” she said, “is do we think that parents should have 24/7, essentially authoritarian control over their children from ages zero to 18? I think that’s dangerous.”

Bartholet’s claims shouldn’t be dismissed completely. We must not toss the baby with the bathwater, so to speak. However, she made some comments that point to the assault on our minds and values which I believe must be openly addressed.

Make no mistake. Bartholet is taking aim at parents’ right to infuse their religious beliefs with children’s education. Bartholet’s call for a ban on homeschooling must be understood in the context of her understanding, “it is the religious ideologues who dominate the homeschooling movement.” She then added, “And they dominate overwhelmingly.”

One of Bartholet’s contentions is with the HSLDA, which she identifies as “a Christian non-profit organization.” Her contention seems to start with the mission of HSLDA, which she cites: “. . . preserve and advance the fundamental, God-given, constitutional right of parents and others legally responsible for their children to direct their education.” She continues by acknowledging the homeschool movement “relies on both natural law and constitutional theory.”

Do you know what else relies on both natural law and constitutional theory? Our justice system, our Constitution, and our equal, unalienable rights as children of God. Suddenly, Trump’s comments about exposing the dangerous assault on our nation’s children and our beloved American way of life seems justified on a whole new level.

Bartholet listed one other contention that caught my attention: her accusation many homeschoolers question science. Why am I alarmed? Because pseudo-science is emerging as a political ploy to justify morality. I say pseudo-science because some of what fashionably passes for science is so heavily biased against Creationism it rejects any scientific inquiry or evidence that infers a Creator.

A Creator-less scientific curriculum is particularly dangerous because it has the potential to reverse God’s moral order in the hearts and minds of people. Whereas God says, “Be fruitful and multiply, fill the earth and use it,” the new pseudo-science in today’s schools teaches students the world is overpopulated and resources are vastly overused. This view has now reached alarmist levels- many students believe we’ve already entered a period of “global overshoot,” and we must now drastically cut back on our production and consumption habits.

See related article: Is the UN Sabotaging the US Economy?

A Creator-less scientific curriculum also abolishes the idea of moral absolutes. If there is no Creator to determine absolute moral rights and wrongs, then there is no basis whatsoever to claim anything is just right or just wrong. Justice becomes meaningless. In a scientifically-evolutionary world, even morality evolves. Who’s to say bestiality, pedophilia, rape, or even murder and cannibalism are wrong? Are these just evolved preferences as the logical progression of evolution theory suggests?

This brings us back to President Trump’s warning about the assault on the minds and values of our nation. It seems Bartholet’s proposed ban on homeschooling has one main purpose: to shape the values of the next generation. Bartholet explains some academics question whether regulation short of a ban could succeed in ensuring that children are exposed to a range of viewpoints and values, given that many parents choose homeschooling precisely to keep their children from exposure to alternative views.”

Education 2030 is in Full Force

I think if America doesn’t take back its education, we’re doomed to adopt anti-biblical international educational standards. Treaties, conventions, agreements, and protocols are already happening around the world which serve as political and moral forces for change in our schools.

In 2015, two forces emerged which propelled our schools into the dangerous realm we now realize. One of these is the creation of UNESCO’s Global Education First Initiative (GEFI). GEFI has three priorities: 1. every child goes to school; 2. every child gets a quality education, and 3. foster global citizenship.

The purpose of global citizenship education isn’t to teach students to read, write, do arithmetic, and get a job. Rather, GEFI envisions a radical transformation of values on a global scale. “Education must be transformative, and bring shared values to life.” “Education . . . requires transforming the way people think and act . . . it must give people the understanding, skills and values they need . . .”

It should be pretty obvious many of our schools aren’t teaching American values.

The second major force to emerge in 2015 is called Education 2030. Education 2030 is a plan of action developed by UNESCO, UNICEF, the World Bank, INFPA, UNDP, UN Women, and UNHCR that arose from a meeting in Incheon, Republic of Korea, in 2015. This group formed The World Education Forum and included over 1,600 participants from 160 countries. Their goal: to set out a new vision for world education for the next fifteen years.

The vision of Education 2030 is to fully ensure the realization of the UN’s Sustainable Development goal 4 (SDG4). This is a humanistic vision that sees education as “crucial in promoting democracy and human rights and enhancing global citizenship, tolerance and civic engagement (activism), as well as sustainable development.”

I think many people fail to realize humanism is an expressly anti-Christian way of thinking. Think of it this way: humanism is the original sin. What I mean is humanism is the philosophy that man can replace God and determine for himself that which is Good and Evil.

In a humanistic vision of education, social change is more important than truth. We all know what happens when we speak against the radical, progressive social change wrecking havoc in our country, including our schools. Again, President Trump was right: “If you do not speak its language, perform its rituals, recite its mantras and follow its commandment you will be censored, banished, blacklisted, persecuted and punished.”

Ultimately, Education 2030 aims to ensure by 2030 “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 . . . global citizenship . . . and of culture’s contribution to sustainable development.”

National Sovereignty

“Sustainable development” is a reference to a UN treaty signed in 2015 to create a global government. The treaty is formally called, “Transforming our World: the 2030 Agenda for Sustainable Development.” Some people call it Agenda 2030. Others know it as the New World Order. Regardless, sustainable development is a threat to national sovereignty.

One of the keystones of sustainable development is the idea our rights come from the Universal Declaration of Human Rights. Rather than our rights being derived from our Creator and understood in the context of Natural Law, the Universal Declaration of Human Rights assumes all rights must be in harmony with UN values.

Article 29, section 3 of the Universal Declaration of Human Rights states: “these rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.”

Why would a sovereign nation sign a global compact which requires it to surrender its sovereignty to the purposes and principles of the United Nations?

President Trump was right. We must protect our children. There is a radical assault on our values and our American way of life happening in our schools. We can not allow the UN to use our schools to further its 2030 Agenda and we must protect parental rights to homeschool.

Is Earth Overpopulated?

Shock, sadness, deep concern, and a burning desire to set the record straight filled my soul as I read my ethics students’ discussion posts. The topic? Ethical considerations involving population and the environment.

I gave the assignment to find out what they’d learned the last two weeks. For most, it wasn’t much.

Frankly, I’m terrified by what I read because overpopulation and climate change are issues at the heart of secular humanists’ efforts to “save the world.”

One by one, these college students confessed they believe the world is overpopulated. In replies to their classmates’ posts they doubled-down. “The population of the world has been the leading issue in global warming,” wrote one student. “I agree putting a limit on how many children people have could reduce the overpopulation issue but this leads to other issues such as the question of freedoms,” replied another.

Another student wrote, “I agree the world is extremely over populated and something needs to be done to get it under control quickly.” Her recommendation? “A possible solution could be limiting the number of children that families are allowed to have or executing prisoners rather than keeping them on death row for years.”

Folks, something is seriously wrong when a generation of students believes the world is overpopulated.

Genesis 1:28 tells us, “Be fruitful and multiply, fill the earth and subdue it.” God repeated this command twice to Noah after the Flood.

Global overpopulation is not something with which the people of God ought to be concerned. The earth isn’t even close to being full. If you travel, you know there is plenty of space to move around. What we should be concerned with, however, is the world’s increasing anti-biblical bias.

We already see a growing hostility towards Christian beliefs and values. The Bible says in the last days the people “will be of one mind and give their authority and power to the beast, and the beast will make war against the Lamb . . . ” (Revelation 17:13-14)

At minimum Christians should be familiar with “the Gospel.” John 3:16 succinctly says: “For God so loved the world, he gave His only begotten son, that whosoever believes in Him should have everlasting life.”

Will the world’s war against God’s people be waged over two very different ideas about the salvation of the world?

“This Book of the Law shall not depart from your mouth, but you shall meditate in it day and night, that you may observe to do according to all that is written in it. For then you will make your way prosperous, and then you will have good success.” (Joshua 1:8)

I Ruined My Teen Nephew (And I’m Proud Of It)

“You ruined me. I don’t even want to go to school tomorrow.” I leaned forward, alarmed my words to my thirteen-year-old nephew might have been too frightening.

“You just told me the world is going to end. We’re screwed!” I glanced at my sister-in-law, whose wide eyes, tight lips, and tilted head told me I needed to fix this quickly. A quarter way through my chicken sandwich, I paused for a moment. Maybe this isn’t such a bad thing. Maybe we need to scare our kids.

We’d gathered at Chick-fil-A after an evening of bowling, and the conversation about the Corona virus arose. Paul, quiet inquisitive for his age, immediately impressed us with an interesting conspiracy theory. Amused by his thought process, I smiled as I recalled other conspiracy theories told by my college students.

Then I dropped the bomb which ruined his night. I told him I’d been teaching something similar all week. Whereas his conspiracy theory involved a questionable covert operation by Chinese operatives to reduce our population, I told him about a real plan to reduce world population.

I elbowed my fourteen-year-old. “Tell Paul about the Georgia Guidestones.”

“Yeah, that was crazy!” my son exclaimed while I quickly scrolled through my phone to find pictures we took last fall.

“Read this.” I handed my phone to my nephew. “Read the top one.”

Georgia Guidestones, Elbert County, Georgia, USA

“Maintain humanity under 500 million in perpetual balance with nature.” He pushed half his meal aside as his appetite vanished.

“Did you know the current world population is over 7 and a half billion?” “What do you think that means?”

Before he could answer, I quickly gave another example. “My classes have to write a paper based on an interview Jacques Cousteau gave to the UNESCO Courier in November, 1991.” The underwater pioneer Jacques Cousteau hosted the popular television series, The Undersea World of Jacques Cousteau, which entertained awe-struck audiences of all ages from 1968-1975. “Do you remember him?” I asked his startled mother. She did.

“Cousteau traveled all over the world,” I explained to the teens, “and in this interview he said the biggest problem facing the world is overpopulation. He said that in 1991, while the population was much smaller than it is today.”

I continued. “Cousteau went on to say he believed the world’s population should be capped at 700 million.” My family stared at me, their expressions a mixture of horror and disbelief.

“What’s that got to do with the Corona virus?”

“I’ll tell you what Jacques Cousteau might think. He would say eliminating suffering and disease might actually jeopardize our species. In the interview with UNESCO he said, ‘It’s terrible to have to say this. World population must be stabilized and to do that we must eliminate 350,000 people per day.'”

Seizing the moment, I peered into my nephew’s wide-open eyes, almost staring into his soul. “You know what’s even scarier? The Bible talks about a drastic reduction in world population during the last days.”

“Ever heard of the Four Horsemen of the Apocalypse?” My terrified nephew’s long face reminded me of the pale horse.

“Those represent God’s judgments upon Earth in the last days. One of those judgments is the pale horse, who has power to kill a quarter of the earth’s population.”

I rolled through my speech like I’d done so many times before with my classes. “What were those ‘ideal’ population numbers again? 500-700 million? And we’re at 7.5 billion? Somebody wants to kill off a bunch of people, and the Bible says a bunch of people will be killed off.” What do you think will happen?

Walking to our cars, my nephew was visibly upset. “You’ve ruined me,” he repeated. “I need a Bible. I need to sleep on a stack of Bibles!”

“No,” I smiled. His comments warmed my heart. “I didn’t ruin you. I set you free from the fear and gave you hope. Go seek God, who tells you the rest of the story and offers hope. That’s the Gospel story- the hope for humanity: ‘For God so loved the world, that He gave his only begotten son, that whoever believes in Him should not perish, but have eternal life.'”

Doug Carter teaches college Ethics, Old Testament and New Testament courses. Follow his blog https://dougcarterwriter.com/ and connect with him on Twitter @DougCarterWrite or Instagram @DougCarterWriter.

Join me live at 9:00 pm EST on pjnet.tv the first Monday of every month.

Doug Carter on PJNET.tv on March 2, 2020

Doug Carter on pjnet.tv, March 2, 2020. In this episode we take a peek inside Plato’s Cave and discuss my latest blog post, Shadows of Reality. You’ll also find teasers about Pope Francis’ upcoming “New Humanism” summit and my upcoming book.

It’s Official: The Purpose of Teaching is Political

They are not just teaching our children. They are going to indoctrinate them.

By Michael Brown

If you ever wondered if our children’s educational system was politically biased, then look no further than the NEA. It is unashamedly leftist, aggressively for abortion, decidedly pro-LGBT and unapologetically hostile to those who dare challenge the status quo. (Most recently, see here for the NEA’s abortion advocacy.)

Still, we are sometimes blissfully (and even willfully) ignorant of just how politicized our children’s schools can be. But this email, sent to me by a school teacher, the wife of a Facebook friend, will help shock us back to reality. (We’ll call her Sarah.)

Sadly, I have heard an endless stream of similar stories for years now. This is just the freshest in my mind.

Sarah copied a tweet from another teacher, then wrote:

Hello Dr. Brown. This is what has happened to my profession. Please note the rainbow flag and how many likes this received. I can tell you that this not isolated. I’m a K-6 teacher who has taught public school in Florida, Nevada, and California. It is pervasive. I now teach through a public virtual charter school which allows parents more voice. At my last teaching position before I moved to the charter, the principal called a staff meeting where he told us that we would teach LGBTQ “inclusion” beginning in Kindergarten, that he believed one of our Pre-K students may be LGBTQ because for “Dress like a prince or princess day” she wanted to be a prince. Also in this staff meeting he let us know that if a student OR a parent had a problem with us teaching LGBTQ that we should send them to the principal’s office so he could “tell them how they are wrong.” Can you imagine being a Christian Kindergartner being sent to the principal’s office to be bullied into LGBTQ submission? This is why I encourage everyone I speak with to homeschool, or choose an alternative form of schooling if they can.

Yes, this is the kind of pressure Sarah was under teaching in an elementary school. (One first-grade teacher talked to me about the pro-LGBT pressure she was under, explaining that to resist it was to lose her job – teaching first grade!) Can you imagine what the atmosphere is like in high-schools?

The tweet Sarah was referring to was posted by Jed Dearbury and read: “New teachers, I’m sorry if we veteran educators have misguided you about the profession. It’s not about cute classrooms & trendy ideas. It’s political. It’s advocacy. It’s the front line of battle for the future of our nation. Go no further if you’re not ready.”

Related Dearbury tweets included: “If your definition of teacher leadership doesn’t include actively being a voice for marginalized students, it’s past time to rewrite your philosophy.”

And, “If the reason you don’t like to speak up on social justice issues on social media is because this account is your ‘professional educator’ account, Guess what … professional educators should be advocating for social justice because students are counting you to do so.”

Read more at https://www.wnd.com/2019/07/its-official-the-purpose-of-teaching-is-political/#WYEeafPjScoEydEo.99

Failing Academic Standards: Are Today’s Graduates Really Educated?

America’s new academic standards are failing our students. Despite what official transcripts say, I’m concerned many graduates did not earn their diploma.

As a seasoned high school teacher and college professor, I’ve seen enough students come and go to know the American education system is broken.

As I pondered my 14th graduation ceremony, I couldn’t help wondering how many students around the country will graduate with a high school or college degree, but not an education.

It’s no secret that we have a terrible literacy problem. My concern goes beyond the obvious and marches smack through the front door of an academic house of cards. Here’s what my colleagues and I see around the country: failing students propped up by failing academic standards.

Ignored Assignments

It seems self-evident the primary purpose of attending school is to gain an education. Traditionally, course materials relevant to the course objectives are provided to facilitate learning. Of course, students must engage with these course materials, yet many students skip assignments.

Most colleges require courses to be kept on a class webpage hosted by a Learning Management System (LMS) whereby systems such as Moodle, Blackboard, or Edmodo give instructors the ability to monitor student activity in the course. Missed assignments get marked “never viewed.” Thus, we know which students ignore specific class resources. Those with a lot of “never viewed” notices typically perform poorly in class, but some hang on by a thread because educators feel pressured to keep these failing students in school.

Questionable Student Retention Policies

To make matters worse, schools are faced with a nationwide emphasis on student retention. Following the dysfunctional No Child Left Behind (NCLB) Act, the Every Student Succeeds Act (ESSA), signed by former President Obama in 2015, prides itself in retention goals such as high graduation rates and historically-low dropout rates.

ESSA goes a step further with the lofty goal that all students will graduate fully ready for college or a career. As part of the program, federal funding is awarded to schools for meeting retention goals.

Sounds great, right? Not so fast.

To accomplish these federal goals, many schools are forced to move the goalposts and operate under questionable moral standards.

Lowering the Minimum Standard for Grades Given

For instance, local school boards can set minimum grades for periodic report cards. As a high school teacher under NCLB, I once had a student earn an “8” for a 6-weeks grading period, but the grade was changed by the principal to a 62 in accordance with school board policy. Years later, it’s gotten worse. Reports around the country show that some schools mandate a minimum grade of 50– even if a student does no work at all.

Remember the costly academic-athletic scandal that embarrassed the University of North Carolina at Chapel Hill recently? Some aspects of the scandal involved student athletes and other students who got credit for classes they never attended.

Is there really much difference between a student who receives 50 unearned points and one who receives credit for a class never attended? In both instances, students received credit for unearned coursework, which constitutes academic fraud.

Changing the Academic Grading Scale

As academic standards continue dropping, even minimum grade policies aren’t enough to keep students in school and graduation rates up. The goalposts are moving again.

Many k-12 schools, colleges, and universities are changing from a 7-point grading scale to a 10-point grading scale. At those institutions, students now earn course credit with what were once considered failing or poor grades.

For example, most schools considered a 77 average the minimum grade for a “C” and passing credit for a course. The new minimum standard at lots of schools just became 70. Think about that. A “C” is now just one point above the former failing mark.

With standards so low, how many graduates will receive a degree without an education?

Keep reading: How Schools Use “Character Education” to Brainwash our Kids and Undermine American Values

How Schools Use “Character Education” to Brainwash Our Kids and Undermine American Values

By Doug Carter

Author’s note: This article was published by Freedom Outpost and can also be found on many other outlets including DC Closeline. Much of it was read on-air by Rush Limbaugh.

Image Credit: dccloseline.com

Across America, “character education” programs mandated by law in K-12 schools are undermining the deepest threads of American culture and transforming its values.

What is “character education?”

According to Character.org, character education is an initiative to “help young people become responsible, caring, and contributing citizens.”

Many of the character traits taught in our public schools follow traditional social norms of mutual respect and character development, which allows its true agenda to go largely unnoticed.

Parents should be aware that school education programs are becoming more dependent upon curriculum standards developed in conjunction with UNESCO’s Global Education First Initiative (GEFI).

GEFI has three priorities:

  • Priority #1: Put Every Child in School.
  • Priority #2: Improve the Quality of Learning.
  • Priority #3: Foster Global Citizenship.

Priorities #1 and #2 seem harmless enough- that is until we examine priority #3.

Perhaps by now you’re familiar with the Clinton Foundation’s annual “Global Citizen Award” or the Global Citizen Festival. But did you know that our schools are actively aligning themselves with this movement?

What is Global Citizenship?

Global citizenship involves the recognition that one is part of a larger, interconnected global community with certain shared values aimed at accomplishing the United Nations (UN) Sustainable Development goals both now and in the future. The UN Agenda 2030 Plan for Sustainable Development was officially signed by President Obama in 2015 and is an official part of the US Global Development Policy.

To foster these values, GEFI uses education “to create a generation that values the common good.”

The problem is, who defines the common good?

“Deeply entrenched beliefs take time to change. But young people are open to new perspectives, and schools are ideally positioned to convey them.” -UNESCO, Global Education First Initiative, Priority #3: Foster Global Citizenship

According to GEFI, “success will require support from a wide range of stakeholders, including the highest levels of government.” Given the current state of moral affairs in our nation, is this really a good idea?

The Philosophy of Global Citizenship

By aligning itself with the UN’s Sustainable Development goals, global citizenship is based upon a mix of philosophy which includes the ethics of utilitarianism, socialism, and humanism.

Utilitarianism is concerned with the overall well-being or happiness of the greatest number of people. In utilitarian societies, like democracies, individual rights are subordinate to the rights of the majority. This presents significant challenges to the existence of the American republic, as I argue in an earlier article, “Democracies, Republics, and Human Dignity.”

Socialism advocates a “just distribution of the world’s resources and fruits of labor.” Citizens of western nations should be doubly alarmed that in the context of utilitarianism, global citizenship, and Agenda 2030, this means both an increased worldwide distribution of the wealth they generate and a reduction in individual production and consumption.

Humanism envisions a world without God. “Without God” includes the denial of a Creator which gave us any unalienable rights. Thus, to global citizens the Declaration of Independence would be deemed irrelevant, as would the US Constitution, which is built upon the principle of inherent rights outlined in the Declaration of Independence.

Instead of individual rights endowed by a Creator, the UN will dispense rights at its own discretion, as per Article 29, sections 2 and 3 of the Universal Declaration of Human Rights.

What happens if your values don’t match the values of a world without God? What happens if you want teach your children the values for citizenship in the kingdom of God rather than the anti-godly values of proper “global citizens?”

“Teach them to your children, talking about them when you sit at home and when you walk along the road, when you lie down and when you get up.” – Deuteronomy 11:19 (NIV)

What if you advocate unsustainable values such as having multiple children per couple, or a work ethic that generates more wealth than your neighbors all over the world and allows you to have more “stuff” than most?

The Danger of Global Citizenship

The danger of global citizenship is that it deeply undermines human dignity. It eviscerates individual rights, parental authority to raise children with religious values, and the entire framework of the American republic.

We must stop schools from using “character education” to brainwash our kids.