November 12, 1997
President Clinton used veto threats to try to browbeat Congress
into accepting national testing of schoolchildren because he knows that
whoever writes the tests controls the curriculum, and his
Administration's goal is, indeed, national control of classroom
curriculum. Part of the curriculum plan has already been published by
Clinton's Council on Sustainable Development in its 1997 Task Force
Report called Public Linkage, Dialogue, and Education.
This report is explicit and straightforward. It calls for a
"purposeful refocusing of the nation's education system," not merely
to teach sustainability, but to use sustainability as a catalyst for
the "restructuring of educational institutions, curricula, and teacher
Schools are to be refocused in order "to integrate the tenets of
sustainability into our education institutions," which is defined as
"a specific vision of environmental education." "Tenets"? Is
sustainability some new religion?
The Council's plan for "curriculum development" calls for an
"increased number of curricula, material, and training opportunities
that teach the principles of sustainable development." Students are
to be taught to deal with the "international factors" that affect our
"transition to a sustainable society."
And what are those international factors? The premise of
"sustainability" teaching is that Americans should feel guilty
because we consume 25 percent of the earth's resources even though we
are only five percent of the earth's population. We are expected to be
embarrassed because one American uses as much energy as three Japanese,
or six Mexicans, or eight American Indians.
To achieve "sustainable development," Americans are supposed to
reduce our "resource consumption." And, since 35 percent of our
resources is consumed in the home, households are expected "to make
changes in the way they live."
"Resource consumption" is what makes American homes such
pleasant places in which to live and work. We enjoy single-family
dwellings that are heated in the winter, cooled in the summer, and
equipped with electric lights and a dozen or more electric and gas
We achieved this high standard of living through hard work in a
free society. It is outrageous to make schoolchildren feel guilty
about it and believe that we should submit to taxes and regulations in
order to redistribute our wealth to the rest of the world, but that's
the aim of Clinton's Council.
The report traces the lineage of its sustainability notions from
the 1972 Earth Summit in Stockholm, through the 1975 Belgrade
conference that defined the goal of environmental education, and Agenda
21, which was adopted at the 1992 Earth Summit in Rio de Janeiro.
Agenda 21 commits all nations to set national goals to conform to
exotic global plans for protecting the environment.
The Council lays out three specific objectives for its
"sustainability" curriculum: to ensure that its notions about
sustainability "become part of the mainstream consciousness," to
ensure that its "dialogue" produces "consensus"(predetermined by
the Council, of course), and to "organize groups to act on issues
related to sustainability." As the report says, "education for
sustainability must involve everyone."
The Council unabashedly plans to use the schools to recruit and
energize activists for sustainability politics. The report makes no
secret of the political objectives of its so-called work in the
schools: "Mandates such as Agenda 21 must trickle down and be
incorporated into formal and nonformal educational institutions through
curricular and operational changes."
In its "We Believe Statement," the Clinton-appointed Council
states: "The United States should have policies and programs that
contribute to stabilizing global human population." Al Gore echoed
this recently by recommending expanded birth-control and abortion
programs in developing countries to "stabilize" their populations.
The sustainability curriculum has little or nothing to do with
teaching science or factual information. The report makes clear that
"environmental education departed from science education by calling
for a strong social component."
Environmental and sustainability education means teaching
"attitudes, motivations, and commitments to work on problems."
"Citizenship skills" are redefined as "skills to organize groups to
act on issues related to sustainability."
The report makes clear that the goal of all this refocusing and
restructuring of the schools is to indoctrinate all students,
"kindergarten through higher education," with the Council's views
about "social equity." The benchmarks for how the sustainability
curriculum interrelates with "social equity" involve setting so-called "voluntary standards," which would then serve as models for
This Council report lays bare one facet of the federal curriculum
which the Clintonian liberals are determined to impose on America's
schoolchildren. It is blatant brainwashing in the classroom to promote
Clinton's political agenda such as, for example, the implementation of
Agenda 21 by the Climate Control/Global Warming Treaty he plans to sign