The Sustainable Development Cabal of the United Nations is Meeting Again

“Current lifestyles and consumption patterns of the affluent middle class – involving high meat intake, use of fossil fuels, appliances, home and work air conditioning, and suburban housing are not sustainable.”  - Maurice Strong, Secretary General of the U.N. Earth Summit, 1992.

 

The U.N. Agenda 21 adopted in 1992 and signed by 178 countries has morphed into Agenda 2030 adopted in 2015 with its 17 Sustainable Development Goals (SDG) and 169 “specific targets.” As Alex Newman described it, it is a recipe for “global socialism and corporatism/fascism” foisted upon the world by the United Nations. https://www.thenewamerican.com/tech/environment/item/22267-un-agenda-2030-a-recipe-for-global-socialism

My 2012 book, “U.N. Agenda 21: Environmental Piracy,” explains the U.N. effort to rearrange the way we live, the way we do business, an effort to redistribute our wealth to all third world nations, friends and foes. https://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Dstripbooks&field-keywords=UN+Agenda+21%3A+Environmental+Piracy

The 17 Sustainable Development Goals can be found at this site which is labeled “post 2015” Sustainable Development Knowledge Platform. Indoctrination into global socialism may be subtle and euphemistic, but the message of controlling everything is clear. https://sustainabledevelopment.un.org/post2015/transformingourworld

SD is a U.N.-led effort to reduce consumption, force social equity (social justice), and preserve and restore biodiversity through economic, social, and environmental policies integration.

“Sustainablists” insist that every decision made in all societies must be made taking into account the impact on the environment. Global land use, global education, and global population control and reduction must be controlled and “harmonized.”

Social equity (social justice) is described as the right of all people “to benefit equally from the resources afforded us by society and the environment.” This includes redistributing wealth and treating private property and national sovereignty as socially unjust while seeking universal health care as a right.

At the local and state levels one organization, Local Governments for Sustainability, previously named International Council for Local Environmental Initiatives (ICLEI), has been responsible for introducing Public Private Partnerships (PPP), special agreements between government and corporations that receive tax breaks, grants, and eminent domain through government’s power to implement sustainable policies.

Tom DeWeese described these public-private partnerships as “government-sanctioned monopolies.” Tom DeWeese, President of American Policy Center, has been fighting property rights infringements by ICLEI and their visioning committees for years.

Local sustainable polices include Smart Growth, Wildlands Project, Resilient Cities, Regional Visioning Projects, STAR Sustainable Communities, Green Jobs, Green building codes, Going Green, Alternative Energy, Local Visioning, regional planning, historic preservation, conservation easements, development rights, sustainable farming, comprehensive planning, and growth management.

Outside facilitators that no locals have ever met or heard bring “consensus” to a local government and the pre-determined “visioning” of the “visioning committee” and its invisible “stakeholders” is being imposed on the local population that has not voted on nor had it been informed of the plan and of its outcome.

In addition to ICLEI that some local communities and cities pay dues to, there are other groups that aid in the implementation of world-wide Sustainable Development:  American Planning Council, the Renaissance Planning Group, International City/County Management Group, U.S. Mayors Conference, National Governors Association, National League of Cities, National Association of County Administrators, Non-Governmental Organizations (NGOs), and official U.S. government agencies.

Executive Order  #12852, issued by Bill Clinton in 1993, created the President’s Council on Sustainable Development to “harmonize” U.S. environmental policy with U.N. directives as outlined in U.N. Agenda 21,” and directed all federal government agencies to “reinvent government” with the help of state and local governments. https://clintonwhitehouse2.archives.gov/PCSD/Charter/

Each year U.N. Agenda 21 which has morphed into 2030 Agenda is imposed on the participating countries, including U.S., at the local, state, and federal level under the infamous Sustainable Development (SD).

Wealth redistribution is not the entire U.N. Agenda 2030. They want to control population size, to engineer where we live through high-rise mixed-use urban settlements and forced mass migration (Europeans are already experiencing a dose of this forced migration and so are Americans), eliminating borders, and nudging governments to seize control of the means of production, directly or through fascistic decrees. U.N. is telling us clearly, “We commit to making fundamental changes in the way that our societies produce and consume goods and services.”

Who is going to decide what is “sustainable patterns of consumption and production” and what will the consequences of non-compliance be?

Alex Newman described Agenda 2030 as a “the UN plot …aimed at ‘transforming’ the world. The program is a follow-up to the last 15-year UN plan, the defunct “Millennium Development Goals,” or MDGs. It also dovetails nicely with the deeply controversial UN Agenda 21, even including much of the same rhetoric and agenda. But the combined Agenda 2030 goals for achieving what is euphemistically called “sustainable development” represent previous UN plans on steroids — deeper, more radical, more draconian, and more expensive.” https://www.thenewamerican.com/tech/environment/item/22267-un-agenda-2030-a-recipe-for-global-socialism

The “principal UN body mandated to review implementation of the 2030 Agenda for Sustainable Development and the 17 Sustainable Development Goals (SDGs)” is the High Level Political Forum (HLPF). HLPF examines every year the progress made. This year’s meeting in New York on July 9-18 will discuss SDG 6 (clean water and safe sanitation), SDG 7 (affordable and clean energy), SDG 11 (inclusive and sustainable cities), SDG 12 (responsible consumption and production), SDG 15 (life on land), and SDG 17 (partnerships for the global goals).

The meeting, “Transformation towards sustainable and resilient societies,” is co-organized by the International Organization for Migration (IOM), the Food and Agriculture Organization of the U.N. (FAO), the Geneva Water Hub, the U.N. Convention to Combat Desertification, the United Nations University–Institute for Water, Environment and Health, and U.N.-Water, in partnership with the Permanent Mission of the Federal Government of Somalia to the U.N. Who knew that a country known for its pirates is now making policy for the rest of the world?

Discussion topics will include:

-          “Vanishing Waters and Drying Lands: Impacts on Migration,” focusing on “migration, environment and climate change nexus” – (even though the global warming/climate change has been debunked for its faulty data and lack of scientific evidence)

Policy responses will be drafted in regards to water, land, and migration.

-          “Migration Governance in the GCC: Towards Inclusive, Safe and Resilient Societies” will be hosted by Philippines and Bahrain Permanent Mission at the U.N. and Migrant Forum of Asia (an NGO) and explore “Safe, Orderly, and Regular Migration as it intersects with Sustainable Development Goals.”

-          Launch in January 2018 of the Global Plan of Action for Sustainable Energy Solutions in Situations of Displacement – “130 million people are in need of humanitarian assistance due to conflict, natural disasters, and other complex global challenges.”  This global plan is “non-binding” but represents “concrete recommendations” to give “safe access to affordable, reliable, sustainable, and modern energy services for all displaced people by 2030.” The western and developed world will no doubt foot the bill for this new third world bureaucracy and its “harmonizing” philanthropy.

As is always the case, the United Nations third world SD cabal includes third world governments, business, “civil society leaders,” private sector, academia, and other never named “stakeholders” which usually translates as Non-Governmental Organizations (NGOs), “non-profits” with a well-paid and well-traveled staff.

Assisting Member States to achieve the migration objectives of the 2030 Agenda and the SDGs for a “dignified and humane migration,” the International Office for Migration (IOM) provided input to the 2018 HLPF. https://www.iom.int/news/migration-and-sustainable-development-goals-focus-2018-high-level-political-forum

Infecting a Nation for Politics and Money

“The extinction of the human species may not only be inevitable but a good thing.”
– Christopher Manes, Earth First!

“I suspect that eradicating small pox was wrong. It played an important part in balancing ecosystems.”  – John Davis, editor of Earth First! Journal

Ebola Source: The Web

Should flights coming from West African nations be cancelled and our borders closed? According to Anthony Fauci of the National Institute of Allergy and Infectious Diseases, the answer is “No, absolutely not.”  “When you start closing countries like that, there is a real danger of making things worse,… governments could fall if you isolate them.”

What kind of logic is that? How is it possible that blocking visas and the travel of people sick with Ebola and quarantining them in the Hot Zone is making things worse? Would that not be easier for the virus outbreak to be contained and allow the virus to burn itself out before it mutates?

Apparently the neighboring countries to Liberia, Guinea, Sierra Leone, and Nigeria have good judgment and have made the decision to close their borders to and cancel incoming flights from the affected countries.

Should Americans care if governments might fall in West Africa where Ebola is raging out of control, when the safety of our own citizens is at stake? We used to be insulated somewhat by our geographical location but thanks to our government’s insane politics we now have Ebola cases and the enterovirus D68 infections among American children in almost all states of our union.

American children were made sick by the illegal alien children who were bureaucratically dispersed and placed in classrooms around the country.  These children did not speak English, were illiterate in their own native dialects, and lacked any knowledge of basic hygiene. In addition of lice, scabies, TB, and chicken pox, the list of infectious diseases they brought into our country is quite long.

The surge of illegal alien children has dropped, according to the Washington Times, from 10,000 per month in May and June to 3,100 in August, but the damage has already been done. (Stephen Dinan, Disease plagues illegal immigrants; lack of medications, basic hygiene blamed, The Washington Times, October 6, 2014)

At least five children have died in the U.S. with respiratory illnesses caused by the enterovirus D68 (EV-D68). The latest casualty is Eli Waller from New Jersey who died of the “polio-like illness.” Health officials “have no idea how he contracted the virus.” Michael Savage pointed out on his website that the County of Union New Jersey Department of Human Services in Elizabeth, New Jersey, accepted $1,100,766 in grants from HHS to receive shipments of unaccompanied illegal alien children.

Eli has died “to support Obama illegal-alien goals,” said Michael Savage on his website. He discussed on his show church charities and child services agencies that have received millions of dollars in grants to accept and care for unaccompanied illegal alien children infected with communicable diseases.

Dr. Savage blamed the spread of the “mysterious” virus which is no mystery to him at all, on this administration’s leftist policies of open borders. He reminded listeners that these progressives have blood on their hands. “They will infect a nation to buy another car, to buy another house, “and to push their progressive agenda.

Prof. Paul Ehrlich spelled the progressive depopulation agenda quite succinctly in The Population Bomb. “A cancer is an uncontrolled multiplication of cells; the population explosion is an uncontrolled multiplication of people…. We must shift our efforts from the treatment of the symptoms to the cutting out of the cancer. The operation will demand many apparently brutal and heartless decisions.”

Markus Bergstrom, chief information officer of Startup Cities Institute in Guatemala, wrote an opinion piece in The Washington Post, "Losing the Birth Lottery."  http://www.washingtonpost.com/opinions/losing-the-birth-lottery/2014/10/03/d1806338-4a69-11e4-a046-120a8a855cca_story.html

According to him, it is “borderism” and “racism” that are preventing the Mexicans south of the border to come and go as they please, borders are a nuisance . I wonder if Bergstrom heard of Sgt. Tahmooressi who is languishing in a Mexican jail for having accidentally crossed the border into Mexico.

A Mexican citizens and an American citizen from New Mexico are only separated by a birth certificate, having been born on the wrong side of the fence, he said. I don’t know what fence he is talking about because our southern border is wide open into the U.S., we even provide charter flights and buses to come here illegally, grants to care for them, medical care, welfare, Social Security cards, and many benefits paid for by the American taxpayers who had paid into the Social Security “trust fund” for decades. We also have the 14^th Amendment  with birthright citizenship that provides pregnant illegals with convenient “anchor babies.”

In Bergstrom’s opinion, we must address this geographical injustice and transform the United State into a European Union with open borders because the mass migration from poor countries to developed countries in Western Europe worked so well, Europe is not a basket case of financial bankruptcy and multicultural strife, violence, beheadings, and overall failure.

Bergstrom says, “… borderism and racism are ultimately questions of ethics. Inheriting the wrong genes is no longer punishable by law, but inheriting the wrong citizenship is. Borderism is thus a sibling of racism as it subjects our rights to the lottery of life. While many opportunities in life are unequally distributed, our legal rights must always be universal.”

There you have it, progressivism on parade. We are all global citizens now and borders and sovereignty are a thing of the past.

©Ileana Johnson 2014

 

 

 

 

International Baccalaureate World Schools

Liberal education has been very successful in this country because nobody challenged the progressive educators and their agenda. We are waking up to the unraveling of our society caused by this liberal education and wondering, what happened. Could it be too late to reverse the damage?

Conservative news outlets are pointing out the obvious – our children have been indoctrinated into socialism for 33-40 years and this indoctrination is finally bearing fruit. We have bred a nation of young, entitled citizens who do not like to work, do not like to read or study anything too involved or complicated that exceeds Twitter’s 140 words, do not take responsibility for their actions, exhibit righteous indignation if their demands are not met, claim racism and hate speech if others disagree with them, and are afraid of their shadows.

Students no longer explore and discuss the history of America even in the History Department of the local college – it has long been replaced by courses that praise and promote sexual, “racial and ethnic differences,” instead of highlighting our common American heritage, what made America great and an exceptional nation that has contributed to the betterment of mankind. Socialist professors admire, teach, and laud the history of non-western cultures as superior to our own culture.

As the Blaze reported, Thomas Klingenstein commissioned a report on Bowdoin’s (a liberal arts college) academic and non-academic curriculum. The National Association of Scholars produced 355 pages of information describing in great detail what the college was teaching. http://www.theblaze.com/stories/2013/04/08/the-stunning-355-page-mega-report-that-reveals-the-radical-curriculum-at-one-american-college-and-how-a-golf-game-gone-awry-led-to-it-all/

Short on critical thinking skills, the college, instead of concentrating on scientists, men of letters, philosophers and orators who contributed to western thought and civilization, chose courses such as Queer Gardens, Beyond Pocahontas: Native American Stereotypes, Sexual Life of Colonialism, and Modern Western Prostitutes.

Driving by the local high school, Gar-Field, I noticed on the huge electronic board, IB World School. Having studied U.N. Agenda 21 extensively, my spirits sank. An international baccalaureate world school is another arm of U.N. Agenda 21 indoctrination of our children into “global citizenship, social justice, intercultural understanding and respect,” submission to one-world socialist government, using American taxpayer dollars. Most parents have no idea what IB is. IB programs are devoted to the “radical transformation of America’s classrooms.”

An IB World School is a private or public school that has agreed to offer the IB (International Baccalaureate) program run and coordinated by IBO, a non-profit socialist Swiss Foundation in Geneva, Switzerland, in partnership with UNESCO of the United Nations. As a parent, in order to discover what the secret curriculum is, one has to be an approved IB teacher, with a password that accesses the curriculum. This sounds very similar to the CSCOPE curriculum in Texas which is kept quite unavailable to prying eyes and ears.

Justin  Blough describes the IB program at the school he attended – no more learning about U.S. President, good values, no American history, patriotic songs, and plays. Teachers have to wear the light blue colors of the United Nations. Students are indoctrinated into becoming “citizens of the world” instead of citizens of the country they were born in, preoccupied with “moral, ethical, social, economic, and environmental implications of global production and consumption.”

The Rescue Mission Planet Earth is promoted by the IB program as the student’s version of UN Agenda 21. The first director of UNESCO, Julian Huxley, stated that UNESCO “is to help the emergence of a single world culture, with its own philosophy and background of ideas, and with its own broad purposes.” Agenda 21 goals were advanced around the world with the help of ICLEI (International Council on Local Environmental Initiatives) while IB World Schools are advanced with the help of the IBO (International Baccalaureate Organization) in Switzerland.

http://www.teaparty911.com/blog/the-ib-program-is-an-attempt-to-indoctrinate-our-children-by-socialist-organizations/

According to Debra K. Niwa, IB programs are very costly to schools if  the number of diplomas awarded (10 on the average) are considered, and the numerous fees and costs for teaching and non-teaching positions, student and subject fees, assessment fees, evaluation visit fees, and expenses incurred in traveling out-of-state and out-of-the-country for training purposes, are taken into account. The average training cost per staff is $8,000. These are taxpayer money that cannot be spent on regular education, books, athletics, and other regular school activities. We should teach American values, reading, writing, science, and mathematics.

http://watchdogwire.com/florida/2013/02/26/florida-has-the-most-schools-offering-the-international-baccalaureate-but-is-it-worth-it/

There are three levels of IB program: the pre-university two year diploma (DP), the middle years program (MYP), and the primary years program (PYP). When the IB World School program is adopted in a local school, the taxpayers have no idea because they are not asked for approval. The public does not know that these IB schools cost millions of dollars. The Swiss IBO (International Baccalaureate Organization) is making huge profits at American taxpayer expense while it pays no taxes. The non-profit IBO is operating in 48 states, including D.C., and plans to have 10,000 schools and 2.5 million students by 2020. There are over 2,000 IB World Schools in the U.S. and 74 in Virginia. http://www.channelingreality.com/Niwa/IB_unraveled_040610.htm

Where does the funding come from for the IB World Schools? After grants expire, the annual cost is paid by state and local taxpayers. Frequently, local and state taxes must be raised in order to cover the cost.

If a public school applies and qualifies for an IB World School, Title I funds for low income populations are tapped and other federal grants such as:

        - The Magnet Schools Assistance Program

            - AP Test Fee Program

            -  GEAR UP

            - Advanced Placement Incentive Program

            - Smaller Learning Communities Program

            - Academic Competitiveness Grants

According to Debra K. Niwa, IB’s “education purpose, content, and teaching methods, when the veneer about ‘rigor,’ ‘international mindedness’ and ‘quality education for a better world’ is removed, the program represents non-academic goals that support United Nations’ Agenda 21 sustainable development.”

Since 1970, IBO (International Baccalaureate Organization) has been an official NGO (non-governmental organization) of the United Nations Educational, Scientific, and Cultural Organization (UNESCO).

The founder of IB, Therese Maurette, describes her educational philosophy that runs against our Founding Fathers’ ideas of what American education should be. Maurette believes bilingualism to be imperative because “It is important psychologically to be willing to subordinate one’s national superiority by speaking to the other person, however imperfectly, in their mother tongue.”  The concept of “nationality” must be minimized in order to encourage students to develop a picture of the whole world. “History should not be taught until well into adolescence because, for the younger student, it inevitably consists of a series of stories and myths glorifying violence and misrepresenting events by giving them a nationalistic bias.” http://pjmedia.com/tatler/2012/05/24/school-stops-teaching-basic-facts-goes-internationalist/

To shape students into pawns of international change, IB programs use “pedagogical methods that are intended to affect the fundamental transformation of America’s classrooms.” Schools that adopt the IB program must also adopt the international moral and ethical values. Whose values are these? They are the diverse values of different cultures as contained in the Universal Declaration of Human Rights, adopted and proclaimed by the General Assembly of the United Nations in 1948. They are not our American values, they are values that encourage social change in which “the rights of individuals are linked to those of the collectives:”

• Awareness of human rights combined with a sense of social responsibilities;

• Value of social equity and democratic participation;

• Understanding and tolerance of cultural differences and pluralism;

• A caring, co-operative and enterprising spirit;

• Creativity;

• Sensitivity to gender equality;

• Open-mindedness to change; 

• Obligation to environment protection and sustainable development.

These “Desirable universal values” of United Nations education have made their way in the main stream American education, they were found in a list given to educators in North Carolina at an in-service workshop: (source Debra K. Niwa)

-         There is no right or wrong, only conditioned responses.

-         The collective good is more important than the individual.

-         Consensus is more important than principle.

-         Flexibility is more important than accomplishment.

-         Nothing is permanent except change.

-         All ethics are situational; there are no moral absolutes.

-         There are no perpetrators, only victims. (author Beverly Eakman, 2002)

Niwa quotes Alexandre Cretzianu’s 1956 book, “Captive Rumania – a Decade of Soviet Rule,” in which he explains that the western values of “liberty, democracy, law, right, security” are just lip service because under a communist dictatorship, “laws set forth obligations for the citizen,” but there are no restraints on the actions of the state.

Harold G. Shane wrote in 1976 in the Phi Delta Kappan, “As young people mature we must help them develop …a service ethic which is geared toward the real world…the global servant concept in which we will educate our young for planetary service and eventually for some form of world citizenship … implicit within the ‘global servant’ concept are the moral insights” . . . that will help us live with the regulated freedom we must eventually impose upon ourselves.” (Debra K. Niwa, July 2009)

“Young people need to feel first of all global citizens, second national citizens and third local citizens. Among my generation, it is the other way round. Change will be difficult, but schools are already thinking about curriculum changes.” (“IB is showing the way,” IB World, May 2008)

Volunteering is not left up to churches and individuals who are charitable by nature, the IB program “requires community, action, service.” National service and compulsory community service are required under collectivism and authoritarianism. I know because we used to be forced into monthly “volunteerism” under communist party dictatorship: plant flowers, trees, shrubs, pick up garbage, mow grass, plant the crops, and harvest the crops in the fall. We had no choice and we were not paid for our hard work, fed or given water. We were taken out of school as slaves to the collective.

In a world culture of peace, “dialectical thinking” is a required component of IB. Debra K. Niwa wrote, “Dialectical thinking is reminiscent of what George Orwell described in his novel 1984: Doublethink means the power of holding two contradictory beliefs in one’s mind simultaneously; and accepting both of them.”

Social Justice is a core part of the International Baccalaureate (IB). UN Agenda 21 Sustainable Development is re-engineering human life by using social equity/social justice, a new economic system called public-private partnerships, and environmental justice by “devaluing man to the level of animals and plants.” (Michael Shaw)

Shaw continues, “The modern war on liberty fosters confusion in our schools regarding the nature of what is a moral government. It uses divide and conquer tactics by separating people into groups under the principle of social justice. It creates dependency via an emerging global corporate socialism based on public-private partnerships.”

American schools use multiculturalism, diversity, ethnic studies, and intercultural proficiency/competency to promote social justice. Social justice is taught under the rubric of critical pedagogy. Critical pedagogy is the political arm of liberation theology and cultural Marxism/political correctness. The ultimate goal is to bring about social transformation at the collective level through indoctrination of our students. (Bill Ayers, Dec. 15, 2009)

One blogger, mdefarge, described the goals of the IB World Schools quite succinctly. “…what ICLEI is to the environment (better stated, "in the name of" the environment), IB is to education - elitist global dogma executed at the local level through schools: American education brought to you by the New World Order. Talk about a propaganda coup!” http://www.dailypaul.com/237926/international-baccalaureate-new-world-order-and-american-education

Cathy Tyler gave a few examples of “what IB educated children say (From Why International Baccalaureate IB is Un-A by Samuel Adams 1722 (YouTube):

• I would make people ride their bikes or walk, no cars.
• I would eliminate factories because they pollute the air.
• I would stop loggers from cutting down trees.
• I would save all the animals in the world.” http://www.canadafreepress.com/index.php/article/40204

It is time for parents to wake up and start questioning the IB World Schools in their communities. The IBO association with UNESCO is a clear indication that their goals are anti-American and clash with our Constitution.

IB World Schools indoctrinate our children into a collectivist mindset, the hallmark of a socialist economy and a government ruled by the Communist Party, under the guise of environmental and social justice. We should not allow IB to downplay our nationality and make American students feel ashamed of our history. There is no shame in being an exceptional nation, there is pride and accomplishment that benefitted the entire globe and still does.

IB World Schools endorse the UN Earth Charter which contradicts our Constitution as well. Earth Charter promotes redistribution of wealth, same sex marriage, pantheism, and military disarmament. These are not the values American children should learn in our nation founded on Judeo-Christian values, personal responsibility, a strong work ethic, and equal opportunity to succeed, not equal outcomes.