Clinton's Sustainability Council Reveals
Plans to Control Curriculum
WASHINGTON, DC-President Clinton's Council on Sustainable Development issued a Task Force Report this year which explains one of the ways that the Administration is planning to control public school curriculum.
Called "Public Linkage, Dialogue, and Education," this report calls for a "purposeful refocusing of the nation's education system," not merely to teach sustainability, but to use it as a catalyst for the "restructuring of educational institutions, curricula, and teacher training." 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."
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." These international factors of "sustainability" are based on the notion that Americans should feel guilty because we consume 25% 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% 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 appliances.
Americans achieved this high standard of living through hard work in a free society, and most parents do not believe that the schools should make their children feel guilty about it, and therefore more apt to submit to taxes and regulations in order to redistribute our wealth to the rest of the world.
The report traces the development 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."
The report includes the text of the Council's "We Believe Statement." One of the points in this credo is: "The United States should have policies and programs that contribute to stabilizing global human population." Vice President Al Gore echoed this recently when he recommended 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 re-defined 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 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 subsequent "requirements."