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Back to September Ed Reporter
Education Reporter
NUMBER 212 THE NEWSPAPER OF EDUCATION RIGHTS SEPTEMBER 2003

Transformational Education: The New Mission of Schools 
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Like every state in the nation, Minnesota is in a battle with the federal government for control of education. The National Content Standards dictated through Goals 2000 did not disappear with the Clinton administration. For example, President Bush's "No Child Left Behind" (NCLB) Act names and funds the Center for Civic Education (CCE), which was first named in the 1994 funding law, HR6, and mandated by Goals 2000 as the standard for America's Civics and Government curriculum.

Both HR6 and NCLB selected as the model Civics textbook We the People; the Citizen and the Constitution, written by the CCE. This textbook opens by declaring: "The primary purpose of this textbook is not to fill your head with a lot of facts about American History and Government." What then, is its purpose?

The CCE answers that question in a report posted on its website entitled, Teaching Democracy Globally, Internationally, and Comparatively: The 21st Century Mission of Schools: "In the past century, the civic mission of schools . was education for democracy in a sovereign state.. In this century, by con-trast.education will become everywhere more global.. And we ought to. improve our curricular frameworks and standards for a world transformed by globally accepted and internationally transcendent principles."

In other words, education is no longer about teaching American principles for the maintenance of freedom, but teaching internationally accepted principles to transform America for the "global village." To help reach this new goal of education, We the People promotes "universal principles" while demoting the Bill of Rights as an outdated relic. The chapter, "How May Citizenship Change in the 21st Century," promotes the "global village" and asks students, "Do you think world citizenship will be possible in your lifetime?"

The global village requires citizens to hold a pluralist world-view (e.g. all ideas are equal), and globalist themes are promoted in the national standards.

For example, the National Curriculum Standards for Social Studies defines that subject's new mission: "The United States and its democracy are constantly evolving and in continuous need of citizens who can adapt to meet the changing circumstances. Meeting that need is the mission of social studies. .Students should be helped to construct a pluralist perspective based on diversity.[and] should be helped to construct a global perspective."

Likewise, the National Content Standards for Economics (also named and funded by NCLB) states: "The consensus process shall be open to all points of view and shall represent a balanced approach to economics." In the global village, America's free-market system must be "balanced" with other systems rather than considered "best."

The problem for the globalists is that "facts" tend to contradict their theories, so they eliminate the teaching of "facts." The National Standards for Economics explain: "These standards are primarily conceptual. They do not include important basic facts about the American and World economies."

The National History Standards push "concepts" over "facts" going so far as to eliminate "truth:" "One of the most common problems.is the compulsion students feel to find the one right answer. .Or, worse yet, they rush to closure, reporting back as self-evident truths the facts or conclusions presented in the document or text."

Perhaps you recognize a not-so-subtle attack on the "self evident truths" named in the Declaration of Independence, such as the God-given unalienable rights of man, national sovereignty, and limiting government power. A citizen who understands these principles stands in the way of the global village. Therefore, our Founding Fathers and the Declaration of Independence must be trashed, and we are fighting that battle right now in Minnesota.

In May, Minnesota became the first state to overwhelmingly reject the National Curriculum, known locally as, "The Profile of Learning." The vote to scrap the Profile was expected due to political action against it by the Maple River Education Coalition (www.EdWatch.org) and other activists. The real battle, however, was in setting parameters for the replacement standards.

The House version of the standards included a mandate to "promote and preserve the principles contained in the Declaration of Independence." But that mandate was missing from the final version that emerged from the joint House and Senate education committee. During testimony, Senator Steve Kelley (D), chairman of the committee, was asked why the mandate had been stripped. He responded, "The Declaration of Independence has no legal status in defining people's rights and privileges."

Incredibly, he repeated his assertion before the full Senate, to which Senator Michele Bachmann (R) asked, "Senator Kelley.I also noticed missing .'[is to preserve] other such American principles as national sovereignty, natural law and free-market enterprise.' .Why would your committee fail to include these basic American Principles?"

Senator Kelley responded: "Like everything that happens in conference committee, it was a compromise."

Distressingly, only Senator Bachmann stood in protest, pointing out that in this case "compromise" meant the "omission" of basic American principles. Ultimately, it also means the end of our freedom — especially since the Constitution relies on the Declaration to give it meaning.

On April 30, 1789, John Quincy Adams explained the vital relationship between these two foundational documents: "The virtue which had been infused into the Constitution of the United States.was no other than. those abstract principles which had been first proclaimed in the Declaration of Independence — namely, the self-evident truths of the natural and unalienable rights of man. and the sovereignty of the people, always subordinate to a rule of right and wrong, and always responsible to the Supreme Ruler of the universe for the rightful exercise of that sovereign. power. This was the platform upon which the Constitution of the United States had been erected."

Unless we recognize that platform and the "Supreme Ruler of the universe" as the source of our rights, the globalists will redefine our rights and the Constitution to fit the "transcendent principles" required for membership in the global village. The Universal Declaration of Human Rights may sound nice, but it actually limits our rights by naming a new god: Government! Article 29.3., declares: "These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations."

Thomas Jefferson's words serve as fair warning for today: "Can the liberties of a nation be thought secure when we have removed their only firm basis: a conviction in the minds of the people that these liberties are the gift of God? That they are not to be violated but with His wrath? Indeed, I tremble for my country when I realize that God is just, and His justice cannot sleep forever!"

As revealed by the National Curriculum Standards, education is no longer about preparing our children to maintain true liberty. Instead, by force of law, it is about indoctrinating them to accept membership in the global village, where government will determine what constitutes one's life, liberty, and happiness.

Michael Chapman is founder of the organization, American Heritage Research, and has been part of the Maple River Education Coalition. He has conducted research for state legislators and U.S. Congressmen. Mr. Chapman is the co-author of No Retreat, No Reserves, No Regrets, and has published articles in professional periodicals, magazines, newspapers, and web-based journals. To help in the fight to preserve freedom, visit the Maple River Education Coalition websites: www.EdWatch. org, www.EdAction.org, and Michael Chapman's website, www.AmericanHeritageResearch.com.


 
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