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Back to Dec. Ed Reporter

Education Reporter
NUMBER 239 THE NEWSPAPER OF EDUCATION RIGHTS DECEMBER 2005

Social Change and IB World Schools
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As the contents of International Baccalaureate's high school level Diploma Program are disclosed, it is clear that IB promotes values that conflict with U.S. founding principles. The recipients of IB social-political reengineering are high achieving students identified by an applicant screening process.

Despite conflict with American ideals, the U.S. Department of Education offers taxpayer funds to help with the higher costs for IB, and the National Governors Association (NGA) promotes the program.

Stated in the NGA's High School Reform: Aligning Secondary and Postsecondary Education Policy: "Congress . . . should support state efforts that encourage more students to enroll in Advanced Placement (AP) or International Baccalaureate (IB) coursework . . ." (2-27-2004)

Prior to the 2004 NGA high school reform policies, UNESCO held an International Conference on Secondary Education Reform (Dec. 2002). Among the topics presented was "International Baccalaureate programmes: Curriculum model for National Secondary Education in the 21st Century" by Dr. Ian Hill from the International Baccalaureate Organization.

In "Study, Work, Rifle," reporter Damarys Ocana wrote: "When Castro took over [Cuba] in 1959, he considered education a key tool for his dream of creating a New Society, where a New Man would be molded to be devoted to the causes of revolution and Communism. . . . (The Miami Herald, 8-6-2000)

With a focus on "the whole person," what New Society and New Man is the IBO seeking to create?

A new worldview 
Professor Allen Quist who teaches American Government and World Politics says, "America's foundational principles of national sovereignty, natural law and inalienable rights are at odds with the IB curriculum and are not taught." Additionally, "IB is a transformational system of education which exists to promote internationalism. It is structured to change the attitudes, values, beliefs and behavior of its students to conform to the world government system." (Edwatch, 6-30-2004).

Quist explains: "IB themes taken together constitute a worldview — an overall philosophy of life. According to UNESCO, the worldview taught by IB includes the promotion of the Earth Charter (a religious/pantheistic document), the Universal Declaration of Human Rights (which views human rights the same way Communist countries view human rights) and multiculturalism (which is based on the ideology of Italian Marxist, Antonio Gramsci)." (EdWatch, 6-30-2004).

Cultural appreciation?  
In collecting complaints about literature, PABBIS (Parents Against Bad Books in Schools) receives "a greatly disproportionate number of complaints . . . from parents of children in the IB program. Some parents have not entered or have withdrawn from the IB program just to avoid running the gauntlet of controversial IB program books." (PABBIS News, 11-9-2005)

One such book is Cracking India — suggested in IB teacher training. PABBIS identifies it as "A Typical International Baccalaureate Program Book, A Typical Curriculum Book Challenge."

PABBIS explains: "Shortly after school started this fall, the parent of an 11th grade IB program student in Florida got upset about a book, Cracking India, that her child was (supposedly) required to read. This book had explicit language, a description of a 9-year old girl's encounter with her teenage cousin's genitalia and being propositioned by him for oral sex, and the girl later having sexual fantasies. . . . " (11-9-2005)

Another PABBIS review: The Sailor Who Fell From Grace With the Sea. Required for IB 11th grade, this "is about a 12-year old Japanese boy who is able to spy into his widowed mother's bedroom through a hole in the wall. He is able to see her having sex with her sailor boyfriend. The mother makes plans to marry the sailor. The boy and his friends discuss how much they hate 'fathers' and they plot to kill the sailor. They experiment on a kitten, torturing and mutilating it. By the end of the book, they have drugged the sailor, brandished a knife and are donning rubber gloves to kill him. The book is full of graphic and vulgar descriptions of sexual acts and violence. (PABBIS News, 3-8-01)

Such books prompt one to wonder what kind of appreciation IB students gain by reading literature steeped in violence, murder, torture, vulgarity, sex, incest, prostitution, molestation, rape, and drugs, etc.

Creativity, Action, Service 
The IB Diploma Program requires student participation in Creativity, Action, Service (CAS). The goal is "to educate the whole person and foster responsible, compassionate citizens." IBO's web site explains, "Students should, through these activities, develop greater awareness of themselves, concern for others, and the ability to work cooperatively with other people." To fulfill CAS, students must engage in 150 hours of qualifying school activities and community service.

Is it the province of schools to mandate activity that includes community service? According to the U.S. Constitution - which IB students do not study - the 13th Amendment states: "Section 1. Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction."

'Theory of Knowledge' 
IB Diploma candidates need at least 100 hours of "Theory of Knowledge" (TOK) involving journaling, researching, essay writing, reading, and participation. IBO describes TOK as "interdisciplinary" and "intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyse evidence that is expressed in rational argument." TOK is also described as "a key element in encouraging students to appreciate other cultural perspectives."


 
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