WHY WE
NEED
'THE FREEDOM IN EDUCATION ACT'
[COMMENT: Tom DeWeese has been in attendance at the Separation of
School & State conferences, advocating complete removal of government
from education. Why does he not say that here? Nothing short
of complete removal will work.
As Abe Lincoln noted, "The philosophy in education today will be the
philosophy in government tomorrow. There is no better reason for
removing government from education. It will always become a
mind-control program to "educate" people to vote the government back
into office.
Just what the Freedom in Education Act will accomplish, I do not know.
For sure, it will not even remove the Fed Dept of Ed., which would be a
good beginning, cutting off the control from the UN above.
That, of course, is why even Reagan could not get rid of the Fed -- the
pressure to prevent it must have been enormous. We need a
president, and a congress who understand the real issues and are willing
to put themselves on the firing line for the truth. E. Fox]
By Tom DeWeese
December 10, 2005
NewsWithViews.com
Your
elected representatives in Congress deny that this nation has a
mandatory federal education curriculum. Congress hides the fact behind
the historic arrangement of state and local control of schools. The
federal government denies that there is a federal curriculum that
teaches world government over national sovereignty. Your Representatives
in Congress are in the dark and the federal government is lying.
The
fact is, the building blocks of world government are being taught in a
number of ways. There are several specific programs in today’s education
curriculum designed to promote global government.
The
International Baccalaureate Program (IB) created by the United Nations
Economic, Scientific and Cultural Organization (UNESCO) in now in more
than 500 American public schools and the federal Department of Education
is helping to fund it. UNESCO says, “the program remains committed to
changing children’s values so they think globally, rather than in
parochial national terms from their own country’s viewpoint.”
The
IB curriculum achieves that goal, says UNESCO, by promoting human
rights, social justice, sustainable development, population, health,
environmental, and immigration concerns. This is not education, rather
it’s propaganda for a certain political agenda.
But
the UNESCO global curriculum is found in much more than just the IB
program. On October 3, 2003, just 3 months after the Bush Administration
put the United States back into UNESCO (after Ronald Reagan had removed
us twenty years ago) former Bush Education Secretary Rod Paige addressed
the UNESCO Round Table of Ministers on Quality Education.
Said
Paige, “The United States is pleased to return to UNESCO and to
participate in meetings like this. I am very pleased to see many friends
from the Third Inter-American Education Ministerial in Mexico City.
There and here, we agree that we must make education a universal
reality. Our governments have entrusted us with the responsibility of
preparing our children to become citizens of the world. We are here to
share and learn.
When
President Bush took office, he saw these problems and decided to tackle
them head on through a program called ‘No Child Left Behind.’ UNESCO,
through the great leadership of Director General Matsuura, knows the
importance of education on a global level by coordinating the “Education
for All” initiative.
‘Education For All’ is consistent with our recent education legislation,
the No Child Left Behind Act.”
Those policies are now storming into classrooms across the nation. For
example, from the Idaho Department of Education comes a curriculum
called “Human Rights in Education.” Listed below are four classes taught
to four separate grade levels:
Grade Six (Geography and Cultures Western Hemisphere): Introduction to
Our World; Focus on Canada; Focus on Latin America Global Citizenship
Grade Seven (Geography and Cultures Eastern Hemisphere): Global
Citizenship Grade Eight (Social Science Exploratory A Case Study of
Idaho) Universe of Obligation Grade Nine (World History) {Humanities}:
Universal Declaration of Human Rights
However, the most powerful tool for the teaching of global government in
public schools is a civics text book entitled We the People: The Citizen
and the Constitution. The textbook is the only one authorized and funded
by federal law; the only text which is officially part of the federal
takeover of education. This book was first authorized and funded by the
education appropriations bill (HR6) in 1994 and was authorized and
funded again in No Child Left Behind in 2002. This book is the Federal
Curriculum for civics and government in textbook form.
The
“We the People” textbook was written by a private organization called
the Center for Civic Education. No other group was considered when the
book was authorized by Congress. It was not put out for bids from other
text book companies. And there was no review process established to look
at the content of the book once it was written. The fact is Congress has
no idea what is in the text book it authorized (against the
Constitution) and funded. Is there a political agenda in the book? Does
it teach American civics?
It
turns out that the Center for Civic Education has a very specific
political agenda. In discussing the mission of the text book, the Center
writes, “In the past century, the civic mission of schools was education
for democracy in a sovereign state. In this century, by contrast,
education will become everywhere more global. And we ought to improve
our curricular frameworks and standards for a world transformation by
globally accepted and internationally transcendent principles.”
It
is apparent on nearly every page of the textbook that, in order to
promote “globally accepted principles,” the founding documents of the
United States need not be considered. For example, the book never treats
fundamental American principles of liberty as truths. Even though the
Declaration of Independence clearly states “We hold these truths to be
self evident,” the text continually calls them simply “ideas.” “Ideas,”
it seems, are more open for interpretation and dismissal than can be
“truths.”
Further, when discussing the Bill of Rights to the Constitution, the
text dismisses them as simply creations of our culture. Specifically it
says, “As fundamental and lasting as its guarantees have been (past
tense), the U.S. Bill of Rights is a document of the eighteenth century,
reflecting the issues and concerns of the age in which it was
written…Other national guarantees of rights also reflect the cultures
that created them. Many of these cultures have values and priorities
different from our own. In many Asian countries, for example, the rights
of individuals are secondary to the interests of the whole community.
Islamic countries take their code of laws from the teachings of the
Koran, the book pf sacred writings accepted by Muslims as revelations to
the prophet Mohammad by God.” (p207).
In
discussing the Bill of Rights, the book doesn’t even mention all of
them. In fact, in Unit Five of the book, the First Amendment is
mentioned 16 times; Second Amendment is never mentioned; Third Amendment
is mentioned once; Fourth, Fifth, Sixth, Seventh and Eighth Amendments
are mentioned a combined total of 17 times; Ninth Amendment is never
mentioned; and Tenth Amendment is never mentioned. It is simply
impossible to discuss the government of the United States without
discussing the Ninth and Tenth Amendments which lay the groundwork for
our form of federalism. In short, according to the We the People
textbook, all 50 states and all our citizens are at the mercy of the
federal government.
According to veteran political science professor, Dr. Allen Quist, who
has done extensive study of the textbook, “We the People: The Citizen
and The Constitution teaches a radical view of the human rights the
view that human rights are not inalienable, that human rights consist
only for those rights that the change agents wish to include at any
point in time, and protecting the human rights is not the primary
purpose of government. The intent of this textbook is to undermine our
free system of government, not promote it.”
Certainly, if the Untied States is going to survive as a free,
independent, sovereign nation, then such propaganda must be removed from
our public classrooms. To that end, a coalition of concerned groups,
including EdAction of Minnesota, Eagle Forum, Gun Owners of America and
the American Policy Center are working to get the We the People textbook
out of the public classroom and stop the globalist curriculum.
These groups are promoting legislation called “The Freedom in Education
Act,” which clearly states that “no federal funds shall be used to
develop, publish, advertise, promote, support or distribute textbooks or
curriculum; that competitive bidding shall be required for all
education-related federal grants to non-governmental organizations; all
questions in federally funded education assessments shall be released to
the public within three years of being administered; and No federal
funds shall be used for cooperative education activities between the
Department of Education and UNESCO.”
American parents have for several years decried the federal invasion
into the public classrooms. American patriots have expressed dismay at
the drive toward global government. Now, here’s your chance to do
something about it. Get on the phone and call your Congressmen and
demand that they help co-sponsor The Freedom in Education Act so we can
preserve the independence and sovereignty of the United States of
America. What are you waiting for?