Another hidden agenda… very real and very dangerous

On the road to the United Nations Educational, Scientific and Cultural Organization’s brave new world economy, democratic educational systems are speed bumps. To remove these obstacles, UNESCO has devised a compulsory global education scheme that exploits and politicizes how and what the next generation will learn—thus molding compliant “global citizens.” 

UNESCO’s Constitution describes one of its primary roles as spreading knowledge to the world, and giving a “fresh impulse to education.” But there’s a sting—UNESCO’s state-controlled, global education plan is subservient to its overarching aim for world monetary control—the New International Economic Order or NIEO. 

The NIEO “sacrifices education” to redistributing developed, industrial nations’ wealth and resources to underdeveloped nations, said former policy advisor Thomas G. Gulick.  The new monetary system is a planned, socialist world economy under the jurisdiction of a U.N. economic “superagency.” U.S. and Western industrial nations would finance this “global welfare state.” In short, Gulick said, “NIEO appears to be UNESCO’s hidden agenda.”

 

Education to sustain the NIEO  

This agenda has been long in the making. In the ’70s, Director General Amadou-Mahtar M’Bow targeted UNESCO’s education and social science sectors as the “main focus” to achieve the NIEO. Thus, politicization gradually permeated all UNESCO sectors, Gulick said.

The NEIO was established in 1974 by a U.N. General Assembly resolution. Though updated in 2011, “not very much” changed, said professors Vinod Aggarwal and Steve Weber for the Harvard Business Review; “NIEO demands … are almost exactly the same as Supachai Panitchpakdi, head of UNCTAD, [called] for” in 2012—a global financial system to benefit the poor. 

 

The prickly issue of sovereignty 

The NIEO rejects all sovereignty but its own. Presenting the “roadmap for global education” in 2015, Secretary General Ban Ki-Moon and UNESCO Director General Irina Bokova said: “We…entrust UNESCO …to lead … the Education agenda ….to reach our ambitious goal by 2030.” Within this framework, “globalized schools worldwide must reshape children’s values to create “global citizens.” 

The UN 2030 Agenda for Sustainable Development describes children and youth as “critical agents of change” to implement “the new global order.”  To this end, teacher trainees study NIEO, human rights, and situational-ethics lessons plans; the latter asserts decisions should be based on circumstances, not fixed principles. It rejects absolute moral principles such as G-d, or good and evil— ruling out most precepts of Judaism and Christianity. 

 

Indoctrinating Young Minds: Scientific Humanism 

Starting in the early ’70s, UNESCO books and publications explored the idea of a new educational order based on scientific humanism. This view rejects all religious beliefs in a divine person or creed; it was slammed as “the breeding ground of intolerance,” by educational psychologist W. D. Wall.  

In brief, UNESCO educational literature advises parents not to teach their children religious moral principles, which Wall labels “moral indoctrination.” This goes hand in hand with UN advocacy of mandatory sex education for children, beginning in pre-kindergarten. 

 

Eroding moral foundations 

According to a previous Fox News report, the UN recommends that children 5 to 8 be taught about gender violence and self-touch satisfaction. By 9, they'll learn about aphrodisiacs, homophobia, transphobia and abuse of power; at 12, contraception, and by age 15, “safe” abortions. Thus, the state usurps parents’ rights to teach their children about moral choices and sex.

 

‘Dry rot in academia’ 

What’s happening on U.S. campuses is a microcosm of UNESCO’s threat facing the world. Economist Thomas Sowell sounded the alarm on “the intellectual and moral dry rot” that spreads wherever “the groupthink of the left substitutes for education.”

Exposing students to different viewpoints was once thought a valuable part of education; “but that was before academia – and the education system – became a monopoly of the political left,” he said. Regardless of whose views become a monopoly, education—and our children—suffer. Reducing Western democracies’ support to an organization committed to the destruction of their economies and education is surely part of the remedy.