Chapman Exposes Radical Agenda of 'Sustainable Development'

NFRA NATIONAL CONVENTION

Chapman Exposes Radical Education Agenda of 'Sustainable Development'

By Dennis Durband
October 2, 2005

Coming to a bumper sticker near you: “My kid was global citizen of the month at Roosevelt Middle School.”

Public schools are creating millions of “global citizens.” Kids are soaking up globalist and environmental agendas like sponges, says Michael Chapman, of Eden Prairie, Minn., founder of American Heritage Research. An expert on public education, he warned those attending this year’s National Federation of Republican Assemblies’ (NFRA) national convention on the dangers of education for sustainable development -- the UN agenda for America’s children.

The UN’s integrated goal is to saturate public school curriculum with a sustainable development, globalist agenda. Education for Sustainable development prepares children for a new civilization under a globalist state. Man places himself on the throne as god at the expense of your individual liberties.

Chapman said, “It’s important for us to pay attention to this. The U.S. has become a full partner under UNESCO, whose marketing language has nothing to do with education.” Not only is the plan robbing children of meaningful education, but it also permeates the culture and reduces national sovereignty.

Chapman urges adults to fight this radical agenda on the front lines.

“A lot of what you’re seeing is coming through the Republican Party,” Chapman said. “This is truly the era of sustainable development for tyranny. A new religion puts man and nature above all.”

The United Nations Educational, Scientific and Cultural Organization’s (UNESCO) Agenda 21 includes curriculum themes rather than subjects. This is an agenda aimed at changing consumption patterns, managing ecosystems, managing agriculture and biotechnology, promoting women’s equality and other left-heavy political agendas. Starting tomorrow, UNESCO will convene a 19-day General Conference in Paris, and its “Education for All programme” will be discussed. UNESCO’s website is very vague about conference speakers and activities, but member states will decide on UNESCO's program and education budget for the two coming years. UNESCO does say:

The role of education and its development is at the heart of present debates, such as sustainable human development, poverty reduction, the promotion of universal human values and tolerance, and the challenge of new information and communication technologies. Policy and decision-makers are responsible for developing a clear vision and relevant implementation strategies to take up the challenge of achieving the mission they are given, especially in the context of the Education for All.

“On and on it goes,” Chapman said. “It teaches global realities to help students become global citizens. “Former Education Secretary Rod Paige promoted this and he said ‘the U.S. is pleased to return to UNESCO.’”

It is not a coincidence that President Bush’s controversial No Child Left Behind (NCLB) education plan must be implemented by 2014; that year marks the end of UNESCO’s 10-year sustainable development plan. Some states are fighting to opt out of No Child Left Behind.

The NFRA’s motto is that it is “the Republican wing of the Republican Party.” However, Chapman says, “No Child Left Behind was not written by the Republican wing of the Republican Party, but by the ‘Ted Kennedy wing of the Republican Party.’”

NCLB maintains the orbit of an integrated globalist education system tethered to the radical Agenda 21 and Goals 2000 programs. The three pillars of the globalist approach are environment, economy and society. The aim is inculcating world citizenship among students as part of a world citizenship movement. This all started in 1971 in Minnesota when the UN flag flew over the state capital for a day. Eventually, Goals 2000 started turning the wheels of globalist education, which has become official U.S. policy. Teachers are called to play a key role in the transformation of students and ultimately society. Chapman said an illegal federation of states arose; all 50 states signed on to this radical plan.

Dr. Shirley McCue, of the U.S. Department of Education, spoke at a 1989 speech at the National Governor’s Conference on education of the “total transformation of our society.” She confirmed that students are no longer primarily taught facts and information. Real education would interfere with the global citizen agenda.

“School to work” emerged in 1994, followed by the Workforce Investment Act (WIA) in 1998. Those two programs are integrated with Goals 2000 and all three work in tandem as a single system.

The School to Work program requires eighth-graders to choose careers before entering high school -- based on assessments. This alarming concept has raised the concern of conservatives across the nation.

Chapman said these tyrannical type programs offer the most effective sort of strategic vision for state planned economy -- as a new demand side of the schools. The new curriculum follows the programming.

“The purpose of social studies,” Chapman says, “is to help students make good decisions for the benefit of the ‘public good.’ Who defines the public good? Globalists do. The more education creates a threat to sustainable development.”

Chapman explained the new meaning of literacy.

“Ask them what they mean by literacy,” Chapman said. “This is pure communism and it matches their education system perfectly. We no longer test, but assess. Assessment equals the measured value of the future new world order, based on the way they demonstrate a new way of thinking.”

Chapman pointed out a time when ninth-graders were asked what democracy means. Large majorities of students indicated that they believe government should be responsible for setting prices, guaranteeing a job and re-distribution of wealth.

“Lenin said if you take away a people’s heritage they are easily persuaded,” Chapman pointed out. “We are heading for tyranny, sustainable socialist economy and radical environmentalism.”

Textbook publishers willingly conform to this radical education agenda, diffusing the view that the United States hogs the world wealth and the solution will come out of the United Nations. Children are inculcated with the view that Cuba’s communist dictator Fidel Castro is praiseworthy and the propaganda that socialist economies did not fail; they were “economically conscious.” The aim is education for total control, education for the “good of all,” and support for the thinking that government embraces every area of our lives, that eminent domain is needed to protect the environment ... and much more.

The final goal is indoctrinating students into a “world citizenship” mentality.

Kids’ letters to editor of newspapers show the success of the radical indoctrination.

The “earth charter” is passed from school to school in an “ark.” It’s what Chapman refers to as “earth, wind and fire ethics.” The book “Dear Children of the Earth” is the mainstream of sustainable development curriculum. None other than the big socialist Mikhail Gorbachev has praised this book.

Chapman warns, “Our children are like sponges soaking this stuff up. Is this having an effect on our malleable children? We have got to get control of this!”

Liberal mainstream media love socialist education.The Minneapolis Star-Tribune ran an editorial claiming it is time for a declaration of interdependence.

The universities that supply many of the nation’s teachers are involved in the “un-education” agenda, too. A University of Minnesota professor advocates for the decrease of the principles of the Declaration on Independence from the constitution – yet another anti-American movement afoot in the schools. Chapman says that without the declaration, the constitution can mean anything and it can be a living document.

A 1992 Declaration of Interdependence declared:

We are the earth, through the plants and animals that nourish us.

We are the rains and the oceans that flow through our veins.

We are the breath of the forests of the land, and the plants of the sea.

We are human animals, related to all other life as descendants of the firstborn cell.

Chapman points out that these radical programs are not legislated by a majority of Americans. “Folks, this is treason!” he argues.