alex newman
A United Nations summit in Korea this week adopted a global “action plan” demanding a planetary “education” regime to transform children around the world into social-justice warriors and sustainability-minded “global citizens.” Among other elements, that means the UN-directed global education must promote “integrated development” of the “whole person,” including the formation of their ethics, values, and spirituality, the final document declared. The global-citizenship programs, with definitions to be incorporated in curricula worldwide, should also indoctrinate children so that they understand their responsibilities to “protect the planet,” and promote what the UN and its member governments consider to be the “common good.”
The controversial action plan, approved by the UN's propaganda department and a group of largely government-funded “non-governmental organizations” (NGOs) on June 1 in Gyeongju, Republic of Korea, is aimed at helping the UN impose its Agenda 2030 scheme to “transform the world.” In fact, the title of the summit gave away the agenda: “Education for Global Citizenship: Achieving the Sustainable Development Goals Together.” As The New American has documented extensively, the UN Agenda 2030 plan, also known as the “Sustainable Development Goals” (SDGs), was approved by governments and dictators last year as a road map toward global control (tyranny). From national and international wealth redistribution to government healthcare and legal abortion for all, the controversial Agenda 2030 vows repeatedly to leave “no-one behind.”
However, globalists and the UN know that to achieve their vision of global totalitarianism, the minds of the young must be captured via “education.” Agenda 2030 actually has an entire goal dedicated to UN-guided “education.” And so the latest summit in Korea, organized for NGOs by the UN Department of Public Information, or UN DPI, was aimed at defining what that “education” regime will look like — and how NGOs can help. “Education is a human right, essential to well-being and dignity, and is key to achieving Agenda 2030,” reads the action plan adopted this week. “Further, an ethos of global citizenship is required in order to fulfil [sic] this bold, people-centered, universal, and planet-sensitive development framework.”
In the “spirit of global citizenship,” the document declares that “our primary identity is that of human beings.” But the agenda is much broader than attacking nationalism and patriotism. The UN DPI and the Astro-Turf “NGOs” that surround it, styling themselves "Civil Society," explained that what they call “education” must also be about more than what people normally think of as education — literacy, numeracy, and so on. In the UN's view, according to the “Gyeongju Action Plan” adopted in Korea, “education must advance the cause of global citizenship.” That means a lot more than one might think, too.
Among other points, this education for global citizenship must promote “integrated development of the whole person emotionally, ethically, intellectually, physically, socially, and spiritually,” the action plan declares. (Emphasis added.) Of course, parents, families, communities, tribes, churches, and more have traditionally been responsible for much of that. When or under what authority government-run, UN-approved schools became responsible for children's physical, ethical, spiritual, emotional, and social development was not made clear. The implications, though, should trouble anyone who values liberty, diversity, national sovereignty, and parental rights.
The controversial action plan, approved by the UN's propaganda department and a group of largely government-funded “non-governmental organizations” (NGOs) on June 1 in Gyeongju, Republic of Korea, is aimed at helping the UN impose its Agenda 2030 scheme to “transform the world.” In fact, the title of the summit gave away the agenda: “Education for Global Citizenship: Achieving the Sustainable Development Goals Together.” As The New American has documented extensively, the UN Agenda 2030 plan, also known as the “Sustainable Development Goals” (SDGs), was approved by governments and dictators last year as a road map toward global control (tyranny). From national and international wealth redistribution to government healthcare and legal abortion for all, the controversial Agenda 2030 vows repeatedly to leave “no-one behind.”
However, globalists and the UN know that to achieve their vision of global totalitarianism, the minds of the young must be captured via “education.” Agenda 2030 actually has an entire goal dedicated to UN-guided “education.” And so the latest summit in Korea, organized for NGOs by the UN Department of Public Information, or UN DPI, was aimed at defining what that “education” regime will look like — and how NGOs can help. “Education is a human right, essential to well-being and dignity, and is key to achieving Agenda 2030,” reads the action plan adopted this week. “Further, an ethos of global citizenship is required in order to fulfil [sic] this bold, people-centered, universal, and planet-sensitive development framework.”
In the “spirit of global citizenship,” the document declares that “our primary identity is that of human beings.” But the agenda is much broader than attacking nationalism and patriotism. The UN DPI and the Astro-Turf “NGOs” that surround it, styling themselves "Civil Society," explained that what they call “education” must also be about more than what people normally think of as education — literacy, numeracy, and so on. In the UN's view, according to the “Gyeongju Action Plan” adopted in Korea, “education must advance the cause of global citizenship.” That means a lot more than one might think, too.
Among other points, this education for global citizenship must promote “integrated development of the whole person emotionally, ethically, intellectually, physically, socially, and spiritually,” the action plan declares. (Emphasis added.) Of course, parents, families, communities, tribes, churches, and more have traditionally been responsible for much of that. When or under what authority government-run, UN-approved schools became responsible for children's physical, ethical, spiritual, emotional, and social development was not made clear. The implications, though, should trouble anyone who values liberty, diversity, national sovereignty, and parental rights.
No comments:
Post a Comment