{"id":13825,"date":"2013-11-16T11:30:31","date_gmt":"2013-11-16T15:30:31","guid":{"rendered":"http:\/\/www.lighthousetrailsresearch.com\/blog\/?p=13825"},"modified":"2026-08-19T10:45:45","modified_gmt":"2026-08-19T17:45:45","slug":"new-print-booklet-tract-a-common-core-for-a-global-community-by-berit-kjos","status":"publish","type":"post","link":"https:\/\/www.lighthousetrailsresearch.com\/blog\/new-print-booklet-tract-a-common-core-for-a-global-community-by-berit-kjos\/","title":{"rendered":"NEW BOOKLET: A “Common Core” For a Global Community by Berit Kjos"},"content":{"rendered":"\n

A “Common Core” For a Global Community: What\u2019s In Store For the Education of Today\u2019s Children? written by Berit Kjos <\/strong><\/em>is our newest Lighthouse Trails<\/a> Booklet<\/a>. This is the fourth to last Booklet we will be presenting before the end of this year. This is number 31. The booklet is 16 pages long and sells for $1.95 for single copies. Quantity discounts are as much as 50% off retail.  Below is the content of the booklet.<\/strong> To order copies of A “Common Core” For a Global Community<\/em>, <\/em><\/strong>click here<\/a>.<\/strong><\/p>\n\n\n\n

 A “Common Core” For a Global Community: What\u2019s In Store For the Education of Today\u2019s Children?<\/em><\/strong><\/p>\n\n\n

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\"Zemanta<\/a><\/figure>\n<\/div>\n\n\n

By Berit Kjos<\/strong><\/p>\n\n\n\n

While preparing this booklet, I came across a headline that illustrates the corrupt values and shameless propaganda behind UNESCO\u2019s Common Core indoctrination. Ponder this assignment: \u201cStudents Asked to \u2018Argue That Jews Are Evil\u2019 and Prove Nazi Loyalty in Assignment Linked to Common Core.\u201d1 In other words, traditional values are out! Shocking propaganda is in! I hope this booklet will help parents, concerned educators, and our children prepare together for the spiritual battlefields ahead.<\/p>\n\n\n\n

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The task before UNESCO . . . is to help the emergence of a single world culture with its own philosophy and background of ideas and with its own broad purpose.2 \u2014Julian Huxley, the first head of UNESCO, 1947<\/p>\n<\/blockquote>\n\n\n\n

The International Agenda<\/strong>
\nThe goal of education has changed! Our public schools no longer teach the kind of literacy, history, math, and morality we once considered essential to responsible citizenship. The new agenda infiltrating our schools is designed to train a new generation of postmodern \u201cprogressive\u201d students to believe whatever might serve a pre-determined \u201ccommon good.\u201d<\/p>\n\n\n\n

If their educators succeed, tomorrow\u2019s students will have neither the facts nor the freedom needed for independent thinking. Their \u201ccommon core\u201d will be based on a global collective agenda, not on Western democracy or Christian values. Like Nazi youth, they will be taught to react, not think, when nudged to do the unthinkable.<\/p>\n\n\n\n

Dr. Thomas Sowell summarized this mind-changing process in a 1993 article titled \u201cIndoctrinating the Children\u201d:<\/p>\n\n\n\n

\n

The techniques of brainwashing developed in totalitarian countries are routinely used in psychological conditioning programs imposed on American school children. These include emotional shock and desensitization, psychological isolation from sources of support, stripping away defenses, manipulative cross-examination of the individual\u2019s underlying moral values, and inducing acceptance of alternative values by psychological rather than rational means.3<\/p>\n<\/blockquote>\n\n\n\n

What Exactly is \u201cCommon Core\u201d?<\/strong>
\nAccording to one source, \u201cCommon Core\u201d education is:<\/p>\n\n\n\n

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. . . a U.S. education initiative that seeks to bring diverse state curricula into alignment with each other by following the principles of standards-based education reform. The initiative is sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).4<\/p>\n<\/blockquote>\n\n\n\n

It\u2019s hard to define the actual Common Core standards. Shrouded in positive promises and perplexing assertions, many ordinary readers are left wondering what\u2019s true or false. Faced with open-ended and unfamiliar terminology, concerned parents are confused and discouraged. They may recognize the false marketing and deceptive propaganda, but they don\u2019t know where to find honest answers. For example, the mission statement posted at \u201cCommon Core State Standards Initiative\u201d website is anything but clear:<\/p>\n\n\n\n

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The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.5<\/p>\n<\/blockquote>\n\n\n\n

What does it mean by \u201crobust\u201d? Is it \u201crelevant\u201d to the success of all students or just to those who will embrace the spreading immorality and group thinking?<\/p>\n\n\n\n

Those confusing but nice-sounding promises brought rapid enthusiasm among some parents, but skepticism is now growing fast. Just ponder the statements below. How do we interpret words such as \u201cclearer and higher\u201d or \u201crigorous contents\u201d? What does \u201crigorous\u201d mean in a classroom where facts are replaced by group speculations and dialectical thinking? How can concerned parents find answers to bewildering slogans such as these:<\/p>\n\n\n\n

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Fewer, clearer, and higher, to best drive effective policy and practice
\nAligned with college and work expectations
\nInclusive of rigorous content and applications of knowledge through higher-order skills
\nInternationally benchmarked, so that all students are prepared for succeeding in our global economy
\nResearch and evidence-based.6<\/p>\n<\/blockquote>\n\n\n\n

This global agenda is far more intrusive, demanding, and dangerous to Christian families than most of us can imagine. So ponder this important warning:<\/p>\n\n\n\n

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UNESCO\u2019s efforts in the 1960s and 1970s to influence U.S. school curriculum were unsuccessful. But now UNESCO has found a sugar daddy. On November 17, 2004 at UNESCO\u2019s headquarters in Paris, UNESCO signed a 26-page \u201cCooperation Agreement\u201d with Microsoft Corporation to develop a \u201cmaster curriculum (Syllabus)\u201d for teacher training in information technologies based on standards, guidelines, benchmarks, and assessment techniques. The Agreement states that . . . \u201cUNESCO will explore how to facilitate content development.\u201d<\/p>\n\n\n\n

Following the signing of the Agreement, UNESCO Director General Koichiro Matsuura explained it in a speech. One of its goals, he said, is \u201cfostering web-based communities of practice including content development and worldwide curricula reflecting UNESCO values.\u201d No doubt that is agreeable to Bill Gates because the Agreement states that \u201cMicrosoft supports the objectives of UNESCO as stipulated in UNESCO\u2019s Constitution.\u201d7<\/p>\n<\/blockquote>\n\n\n\n

Not long after, Bill Gates (one of the big funders for Common Core) and his UNESCO partners prepared the following \u201ccore standards.\u201d Notice that they are much more to the point and threatening than the previous propaganda.<\/p>\n\n\n\n

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Environmental education will be incorporated in formal education.
\nAny value or attitude held by anyone globally that stands independent to that of the United Nations\u2019 definition of \u201csustainable education\u201d must change. Current attitudes are unacceptable.
\nEducation will be belief-and-spirituality based as defined by the global collective.
\nEnvironmental education will be integrated into every subject, not just science8<\/p>\n<\/blockquote>\n\n\n\n

Today\u2019s emphasis on \u201csaving the earth\u201d will surely involve mental manipulation and moral degradation. The earth-centered \u201cnew\u201d spirituality will fit well in a culture of promiscuity, propaganda, and paganism. And the seductions of the occult will speed the rising hostility toward biblical truth and values. Everything must change! Make no mistake about it, in a world where the \u201cglobal collective\u201d determines the outcome, Christianity will not be tolerated! History has proven that.<\/p>\n\n\n\n

The Global Roots of \u201cCommon Core\u201d Education<\/strong>
\nParents beware! A New World Order is rising. The seeds for this transformation were planted long ago, but few saw the warning signs. Now that the evidence is too vast to deny, we need to prepare our children for a different kind of world\u2014a world where an educated and responsible citizenry no longer exists in sufficient numbers to maintain the rule of law and individual freedom.<\/p>\n\n\n\n

Today\u2019s education goals were envisioned more than a century ago by socialist American and British elites who steered the process from behind the scenes. Though the labels and faces changed throughout the years, they all served a globalist vision of a totalitarian world equipped to conform young minds to a socialist humanistic system.<\/p>\n\n\n\n

Each decade brought us closer to the fulfillment of that anti-Christian agenda. \u201cCommon Core\u201d (CC)\u2014also called \u201cCommon Core Standards\u201d (CCS) or \u201cCommon Core State Standards\u201d (CCSS\u2014is the latest version of an international education plan. These deceptive labels hide the global agenda\u2014at least for the moment.<\/p>\n\n\n\n

\u201cCommon Core\u201d is the latest extension of previous programs aimed at mind-changing compliance with UNESCO\u2019s evolving guidelines. You may remember some of the past titles: Education for All, Outcome-Based Education, Quality Learning, No Child Left Behind, etc. In the years ahead, new labels and propaganda will surely continue to push this global agenda forward until the purposes of the world\u2019s elite masters are accomplished. In an article titled \u201cThe Spiritualization of Science, Technology and Education in a One-World Society,\u201d Dr. Martin Erdmann rightly states:<\/p>\n\n\n\n

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[Change agent] Aldous Huxley envisioned a future world society totally controlled by an elite group of scientists. His best-known fictional work explicating this dire prospect bore the title Brave New World<\/em>. Years later he would \u201crevisit\u201d his prognostications only to conclude that he had underestimated the rate of change.9<\/p>\n<\/blockquote>\n\n\n\n

Aldous, brother of the prominent Julian Huxley who served as the first Director-General of UNESCO, was raised among British socialist\/globalist elites (some of whom funded Communism in Russia). He shared their vision and glimpsed their totalitarian goals. Of course, he didn\u2019t know that more than half a century later, the global-minded Bill Gates would use his wealth to help establish that long-term vision:<\/p>\n\n\n\n

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Gates\u2019 astronomical wealth has persuaded millions that Common Core is the solution to education problems.10<\/p>\n<\/blockquote>\n\n\n\n

As you scroll down the century-long chronology below, notice the powerful people, the elitist organizations, and the wealthy foundations that have planned, steered, and funded the amoral transformation of our schools, churches, and communities. Their common goal is global socialism: a totalitarian New World Order!<\/p>\n\n\n\n

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1905<\/strong>. The Carnegie Foundation for the Advancement of Teaching was founded by Andrew Carnegie in 1905 and chartered in 1906 by an act of the United States Congress. Together with other Carnegie Foundations, it has been a major promoter and funder of socialistic global education projects.11<\/p>\n\n\n\n

1908<\/strong>. John Dewey, known as the socialist father of modern<\/em> (i.e., progressive) education<\/em>, laid the foundations for a revolutionary transformation of American schools. In \u201cReligion and Our Schools,\u201d he wrote, \u201cOur schools . . . are performing an infinitely significant religious work. They are promoting the social unity out of which in the end genuine religious unity must grow. . . . dogmatic [Christian] beliefs . . . we see . . . disappearing.12<\/p>\n\n\n\n

1919.<\/strong> The Institute of International Education was established with a grant from the Carnegie Endowment for International Peace. . . . John Dewey (socialist) served on its National Advisory Council.13<\/p>\n\n\n\n

1933.<\/strong> John Dewey, honorary president of the National Education Association (NEA), co-authored the first Humanist Manifesto, which stated: \u201cAny religion that can hope to be a synthesizing and dynamic force for today, must be shaped for the needs of this age.\u201d14<\/p>\n\n\n\n

1934.<\/strong> In a report presented at the annual NEA meeting, Willard Givens (later NEA executive secretary) wrote: \u201call of us, including the \u2018owners\u2019 [who might they be?] must be subjected to a large degree of social control . . . . [T]he major function of the school is the social orientation<\/em> of the individual. It must seek to give him understanding of the transition to a new social order<\/em>.\u201d15 (emphasis added)<\/p>\n\n\n\n

1942.<\/strong> The editor of The Journal of the National Education Association<\/em>, J. Elmer Morgan, wrote an editorial titled \u201cThe United Peoples of the World.\u201d In it, he explained that a world government would need an educational branch, a world system of money and credit, a world police force, \u201ca world bill of rights and duties.\u201d16<\/p>\n\n\n\n

1946.<\/strong> \u201cThe establishment [UNESCO] marks the culmination of a movement for the creation of an international agency of education. . . . Nations that become members of UNESCO accordingly assume an obligation to revise the textbooks used in their schools . . . . Each member nation . . . has a duty to see to it that nothing in its curriculum . . . is contrary to UNESCO\u2019s aims<\/em>.\u201d17 (emphasis added)<\/p>\n\n\n\n

1946.<\/strong> In his NEA editorial, \u201cThe Teacher and World Government,\u201d J. Elmer Morgan, wrote, \u201cIn the struggle to establish an adequate world government, the teacher . . . can do much to prepare the hearts and minds of children . . . . At the very top of all the agencies which will assure the coming of world government must stand the school, the teacher, and the organized profession.\u201d18<\/p>\n\n\n\n

1947<\/strong>. Julian Huxley wrote in UNESCO: \u201cThe general philosophy of UNESCO should be a scientific world humanism, global in extent and evolutionary in background . . . In its education program it can . . . familiarize all peoples with the implications of the transfer of full sovereignty from separate nations to a world organization. . . . Tasks for the media division of UNESCO [will be] to promote the growth of a common outlook shared by all nations and cultures . . . to help the emergence of a single world culture.\u201d19<\/p>\n\n\n\n

1948.<\/strong> The NEA produced a set of international guidelines called Education for International Understanding in American Schools. It included this statement: \u201cThe idea has become established that the preservation of international peace and order may require that force be used to compel a nation to conduct its affairs within the framework of an established world system . . . . Many persons believe that enduring peace cannot be achieved so long as the nation-state system continues as at present constituted. It is a system of international anarchy.\u201d20<\/p>\n\n\n\n

1968.<\/strong> Professor John Goodlad reported that Professor Benjamin Bloom [called Father of OBE] \u201cwas invited by UNESCO in 1968 to submit a proposal for a six to nine week training program which would partially fulfill recommendations made at UNESCO\u2019s Moscow meeting dealing with the formation of national centers for curriculum development and research.\u201d21<\/p>\n\n\n\n

1973<\/strong>. The socialist authors of the Humanist Manifesto II wrote: \u201cWe deplore the division of human-kind on nationalistic grounds. We have reached a turning point in human history where the best option is to transcend the limits of national sovereignty and to move toward the building of a world community.\u201d22<\/p>\n\n\n\n

1976.<\/strong> An NEA program titled A Declaration of Interdependence: Education for a Global Community, was made available to schools across the country . . .. The report said, \u201cEducators around the world are in a unique position to help bring about a harmoniously interdependent global community.\u201d23 Note: That \u201cworld community\u201d was officially born in 1945, when Alger Hiss served as Secretary General at the founding of the United Nations.<\/p>\n\n\n\n

1985.<\/strong> The curriculum arm of the NEA, the Association for Supervision and Curriculum Development (ASCD), co-sponsored an international curriculum symposium in the Netherlands. According to Education Week<\/em>, the ASCD executive director, Dr. Gordon Cawelti, urged representatives of other Western nations and Japan to press for the development of a \u201cworld-core curriculum\u201d based on knowledge that will ensure \u201cpeaceful and cooperative existence among the human species on this planet.\u201d24<\/p>\n\n\n\n

1991<\/strong>. On October 30, the U.S. Coalition for Education for All (USCEFA) convened a conference titled Learning for All: Bridging Domestic and International Education with First Lady Barbara Bush as the honorary chair. It would provide a vital link between the UNESCO plan and U.S. implementation. Partners in this venture included UNESCO, UNICEF, the World Bank, the NEA, and a long string of organizations involved in education at every level:<\/p>\n\n\n\n

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The coalition was part of a 156-nation network working to reform education worldwide by bridging the gap between individual nations and UNESCO\u2019s Education for All. Keynote speaker Elena Lenskaya, deputy to the Minister of Education of Russia, spoke on the topic, \u201cEducation for a New World Order.\u201d25<\/p>\n<\/blockquote>\n\n\n\n

1993<\/strong>. \u201cThe 240 international affiliates of the NEA and the American Federation of Teachers joined to form Education International (EI).\u201d26<\/p>\n<\/blockquote>\n\n\n\n

Behind that long historical chronology stood influential elites who supported the global vision. They include bankers, presidents, and politicians as well as members of secret societies such as The Council of Foreign Relations (CFR), Skull and Bones, Bilderberg and the Trilateral Commission. President Obama is surrounded by global-minded counselors such as Joe Biden, Zbigniew Brzezinski, and others.<\/p>\n\n\n\n

So Who Will Rule the Global School?<\/strong>
\nIn 2006, a world-changing event took place. It would revolutionize education, families, faith, and basic values in our fading \u201cland of the free.\u201d I\u2019m referring to the \u201cMoscow Declaration\u201d that was officially adopted on June 2, 2006, by the Education Ministers of the United States, the Russian Federation, Canada, France, Germany, Italy, Japan, and the United Kingdom. The members of this international \u201cGroup of Eight\u201d (G-8) have committed their nations to \u201ccooperation in education at all levels in the 21st century.\u201d27<\/p>\n\n\n\n

What about America\u2019s \u201cCommon Core\u201d standards? How do they fit into the Moscow Declaration?<\/p>\n\n\n\n

Marketed to American families as an improved education program, the actual truth about \u201cCommon Core\u201d has been hidden. Our government leaders didn\u2019t tell us that we were already committed to a multinational education agenda! But it all makes sense when we consider the century-old movement toward global education and a New World Order!<\/p>\n\n\n\n

In one review, a conservative education reporter explained the implication of the \u201cMoscow Declaration\u201d:<\/p>\n\n\n\n

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Russia\u2019s Science and Education Minister Andrei Fursenko described the declaration as \u201cboth a final document of the conference and the document that will be implemented by education ministers of all the world countries and international organizations, including the World Bank, UNESCO, and UN.\u201d28<\/p>\n<\/blockquote>\n\n\n\n

That certainly sounds like a global education system, doesn\u2019t it? But the American people were kept in the dark! The review continues:<\/p>\n\n\n\n

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The U.S. Department of Education said the member delegates \u201cpledged to share best practices across borders\u201d to build \u201ceducation systems that can allow people . . . to live and contribute to a global society.\u201d<\/p>\n\n\n\n

What can be expected from the Moscow Declaration? If the historical results of U.S. participation with international reforms continue in the same vein, it is not unreasonable to expect the whole of U.S. education\u2014from preschool, elementary, secondary, and higher education\u2014will encounter further upheaval and decline.29<\/p>\n<\/blockquote>\n\n\n\n

Today\u2019s sobering realities remind me of the boastful statement made by Nikita Khrushchev back in 1959. Perhaps he was right:<\/p>\n\n\n\n

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You Americans are so gullible. No, you won\u2019t accept communism outright, but we\u2019ll keep feeding you small doses of socialism until you\u2019ll finally wake up and find you already have communism. We won\u2019t have to fight you. We\u2019ll so weaken your economy until you\u2019ll fall like overripe fruit into our hands.30<\/p>\n<\/blockquote>\n\n\n\n

Envisioning an Interconnected World<\/strong><\/p>\n\n\n\n

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In the global village . . . networks will link students around the world to each other and to a vast body of information and human knowledge.31<\/p>\n<\/blockquote>\n\n\n\n

That promise was made in 1994 during a trans-Atlantic conference between Washington and Berlin. Education Secretary Richard Riley and Labor Secretary Robert Reich shared strategies for building the Global Village Schools with their German counterparts. They agreed that educational accord will be vital to their goal of \u201cenforcing social transformation.\u201d32<\/p>\n\n\n\n

Do you wonder what kind of \u201csocial transformation\u201d they planned to enforce? Was personal liberty on their agenda? Or did they seek totalitarian government control as in the French Revolution? What goals and values guided their plans for global education and social transformation? Capitalism? Socialism? Or Communism? Or a new form of totalitarianism?<\/p>\n\n\n\n

And where does militant Islam fit into this global power struggle for the collective minds of children? Its ambitious Sharia-minded leaders are unlikely to compromise! And why would they? Corrupt politicians and liberal media masters are bending over backwards to accommodate Islamic \u201crights.\u201d But Islamic leaders have their own agenda in America as well as in the Middle East, and they will not tolerate our Christian beliefs.<\/p>\n\n\n\n

Bombard Children With Mind-Changing Suggestions<\/strong>
\nA familiar tale told to first-graders in Pennsylvania illustrates both the tactics and the planned transformation of the world. We all know the story of the Little Red Hen who wanted some bread to eat. She asked some of her barnyard friends to help make it. But the cat, the dog, and the goat all said \u201cno.\u201d Finally she did all the work herself. Yet, when the bread was done and its fragrance spread throughout the farm, her unwilling and lazy neighbors were more than willing to help her eat it.<\/p>\n\n\n\n

\u201cWon\u2019t you share with us?\u201d they begged.<\/p>\n\n\n\n

\u201cNo,\u201d she answered. \u201cSince you didn\u2019t help, you don\u2019t get anything.\u201d
\nIn the context of traditional values, the moral of the story might be: you get what you work for. But those who have learned to think and see from the \u201cnew\u201d global perspective are led to a different conclusion. Listen to the kinds of questions the first grade teacher asked her class:<\/p>\n\n\n\n

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Why was the Little Red Hen so stingy? Isn\u2019t it only right that everyone gets to eat? Why wouldn\u2019t she share what she had with some who had none?33<\/p>\n<\/blockquote>\n\n\n\n

The concerned mother who heard and reported this story asked, \u201cWhat kinds of values were the children taught?\u201d The new interpretation emphasizes love and sharing, but what is missing? How might it confuse a child\u2019s values?<\/p>\n\n\n\n

The answers are obvious. The children were taught socialist values. The new interpretation vilified values that had motivated Americans to be diligent, responsible, and fair. The teacher\u2019s questions were actually strategic suggestions prompting the group to ridicule traditional values, to see reality and society from the new politically correct perspective, and to intimidate and shame anyone who dared to disagree.<\/p>\n\n\n\n

A new mental \u201cframework\u201d is vital to the global paradigm shift. But to launch the new system, the old patterns must be blurred, broken, and forgotten. The educational establishment knows that children who are fed a daily diet of biblical truth will resist their plans for change. They also know that students bombarded with strategic suggestions will probably reject Christianity. If schools can build the \u201cright\u201d kind of filter in the minds of young children, the new global beliefs will fit right in.<\/p>\n\n\n\n

Focus on Feelings, Not Facts<\/strong>
\nThis shift from factual education to mental manipulation and feeling-based learning began more than seventy years ago. Through the decades, the strategies previously used to manipulate minds in the Soviet Union and Nazi Germany were developed, first at the Tavistock Clinic near London and later at Germany\u2019s Frankfurt School (originally called Frankfurt Institute for Social Research). Their mind-bending methods soon spread to a rising number of psycho-social research centers in America. They were fine-tuned at Columbia, Harvard, Stanford, and other American universities, at our regional educational laboratories, and at the Aspen Institute for Humanistic Studies where Elian Gonzales was remediated in preparation for his return to a Communist system.<\/p>\n\n\n\n

At the 1989 Governor\u2019s Conference on Education in Kansas, Dr. Shirley McCune, then head of the Mid-Continent Regional Educational Laboratory, summarized the policy in her keynote speech:<\/p>\n\n\n\n

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The revolution\u2026 in curriculum is that we no longer are teaching facts to children\u2026. We no longer see the teaching of facts and information as the primary outcome of education.34<\/p>\n<\/blockquote>\n\n\n\n

\u201cWhat will take the place of logic, fact, and analysis in the coming age?\u201d This rhetorical question was raised by Dr. Donald A. Cowan, president emeritus of the University of Dallas. His revealing answer exposes an important step toward the new consensus:<\/p>\n\n\n\n

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The central way of thought for this new era will be imagination. . . . Imagination will be the active, creative agent of culture, transforming brute materials to a higher, more knowable state.35<\/p>\n<\/blockquote>\n\n\n\n

A simple example of this process was exposed by a Christian teacher in Sunnyvale, California. During a public elementary school assembly, the students sang the words of the Peacemakers\u2019 Planetary Anthem to the tune of the \u201cStar Spangled Banner.\u201d This melody, which has symbolized freedom to those who have loved America, now became a tactical trigger used to turn hearts from the old ways to the new vision.<\/p>\n\n\n\n

To shape \u201cworld-class students\u201d who see reality through a multicultural filter, social engineers keep testing their latest modification strategies on our children. One tactic is managed group thinking (the dialectic process) which prompts them to reject their old home-taught morality and embrace the collective values of their dialoguing classroom group.<\/p>\n\n\n\n

The war against Christian values is not going to stop, and our children will remain the greatest target. The signs of complete global transformation are already closer than most people realize. We can no longer count on the American Constitution, which was based on moral and just values, as it is daily being redefined. More often than not, today\u2019s choices are totally contrary to biblical standards that helped in creating America\u2019s founding values.
\nMay God show us how we can best equip our children to stand firm in Christ in the midst of the coming battles. Let us remember that our Lord still reigns! In the midst of this spiritual war, He will surely provide His strength, wisdom, and His comforting nearness to all who choose to trust and follow Him!<\/p>\n\n\n\n

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O our God . . . we have no might against this great company that cometh against us; neither know we what to do: but our eyes are upon Thee. (2 Chronicles 20:12)<\/p>\n\n\n\n

The LORD is my rock, and my fortress, and my deliverer; my God, my strength, in whom I will trust. (Psalm 18:2)<\/p>\n\n\n\n

But God said: \u201cMy grace is sufficient for thee: for my strength is made perfect in weakness.\u201d (2 Corinthians 12:9)<\/p>\n<\/blockquote>\n\n\n\n

To order copies of A “Common Core” For a Global Community<\/em>, <\/em>click here.<\/a><\/strong><\/p>\n\n\n\n

Endnotes<\/strong>
\n1. Tiffany Gabay, \u201cStudents Asked to \u2018Argue That Jews Are Evil\u2019 and Prove Nazi Loyalty in Assignment Linked to Common Core\u201d (The Blaze<\/em>, April 12, 2013 \u201chttp:\/\/www.theblaze.com\/stories\/2013\/04\/12\/students-asked-to-argue-that-jews-are-evil-and-prove-nazi-loyalty-in-assignment-linked-to-common-core).
\n2. Julian Huxley\u2014see http:\/\/www.crossroad.to\/Quotes\/globalism\/julian-huxley.htm.
\n3. Thomas Sowell, \u201cIndoctrinating the Children\u201d (Forbes<\/em>, February 1, 1993), p. 65.
\n4. http:\/\/en.wikipedia.org\/wiki\/Common_Core_State_Standards_Initiative.
\n5. http:\/\/www.corestandards.org.
\n6. http:\/\/www.corestandards.org\/assets\/Criteria.pdf.
\n7. Phyllis Schlafly, \u201cBill Gates Teams Up With UNESCO\u201d (Eagle Forum, November 30, 2005, http:\/\/www.eagleforum.org\/column\/2005\/nov05\/05-11-30.html).
\n8. Ibid.
\n9. Martin Erdmann, \u201cThe Spiritualization of Science, Technology and Education in a One-World Society\u201d (European Journal of Nanomedicine<\/em>, January 2009, Volume 2, http:\/\/www.clinam.org\/images\/stories\/pdf\/volume2.1.pdf), p. 31.
\n10. \u201cTop Ten Scariest People in Education Reform: #5 – Bill Gates\u201d (August 2013, http:\/\/whatiscommoncore.wordpress.com\/2013\/03\/28\/top-ten-scariest-people-in-education-reform-5-bill-gates).
\n11. http:\/\/en.wikipedia.org\/wiki\/Carnegie_Foundation_for_the_Advancement_of_Teaching.
\n12. John Dewey, \u201cReligion and our Schools\u201d (July 6, 2006. http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/0141620980200202#preview).
\n13. Dennis Laurence Cuddy, Ph.D., Chronology of Education With Quotable Quotes<\/em> (Highland City, FL: Pro Family Forum, Inc., 1993), p. 18. Many of the quotes in my chronological list on pages 8-11 are from Dr. Cuddy\u2019s Quotable Quotes<\/em> book; used with permission.
\n14. The Humanist Manifesto 1<\/em> (1933) was the first public declaration of the views and objectives of humanism. It rejected God and His values but affirmed humanist faith in the power and evolution of man. http:\/\/americanhumanist.org\/Humanism\/Humanist_Manifesto_I.
\n15. Willard Givens presented a report titled \u201cEducation for the New America\u201d at the 72nd Annual Meeting of the NEA, held in Washington, D.C. in July 1934.
\n16. Joy Elmer Morgan, \u201cThe United Peoples of the World\u201d (The Journal of the National Education Association<\/em>, December 1942), p.261.
\n17. I.L. Kandel, \u201cNational Education in an International World\u201d (The Journal of the National Education Association<\/em> , Vol. 35, 1946), p. 191.
\n18. J. Elmer Morgan, \u201cThe Teacher and World Government\u201d (The Journal of the National Education Association<\/em>, January 1946), p.1.
\n19. Julian Huxley (Washington DC: Public Affairs Press, 1947). See http:\/\/www.crossroad.to\/Quotes\/globalism\/julian-huxley.htm.
\n20. Dennis Cuddy, Ph.D., \u201cThe Grab for Power: A Chronology of the NEA\u201d (Marlborough NH: Plymouth Rock Foundation, 1993); p. 8.
\n21. John I. Goodlad & Associates, Curriculum Inquiry\u2014the Study of Curriculum Practice<\/em> (NY: McGraw Hill, 1979), p. 261.
\n22. Humanist Manifesto II, Tenet #12. http:\/\/americanhumanist.org\/Humanism\/Humanist_Manifesto_II .
\n23. The NEA promotes \u201cA Declaration of Interdependence: Education for a Global Community\u201d (September, 1976. Cuddy, Chronology of Education<\/em>, p. 59).
\n24. Susan Hooper, \u201cEducator Proposes a Global \u2018Core Curriculum\u2019\u201d (Education Week<\/em>, http:\/\/www.edweek.org\/ew\/articles\/1985\/11\/27\/06110023.h05.html).
\n25. The Conference on \u201cLearning for All: Bridging Domestic and International Education\u201d with Barbara Bush (Honorary Chair) and a Russian keynote speaker, Elena Lenskaya, October 30-November 1, 1991.
\n26. Dennis Cuddy, Chronology of Education With Quotable Quotes<\/em>, op. cit., p. 100.
\n27. \u201cMoscow Declaration\u201d Adopted by G-8: Education Ministers\u2014Secretary Spellings Commits U.S., Eagle Forum, U.S. Dept. of Education, June 2, 2006. http:\/\/www.eagleforum.org\/educate\/2006\/june06\/moscow.html.
\n28. Ibid.
\n29. Ibid.
\n30. Nikita Khrushchev, \u201cDark Predictions of a KGB Defector,\u201d 1959 at http:\/\/frontpagemag.com\/2010\/10\/19\/dark-predictions-of-a-kgb-defector\/print.
\n31. From a publicity flier announcing the trans-Atlantic conference held April 10-13, 1994.
\n32. Ibid.
\n33. This story was included in the first grade curriculum in New Pittsburgh, PA. The story was also told–using the new paradigm context\u2014at a parents\u2019 meeting explaining Character Education. Anita Hoge, formerly a Pennsylvania mother and researcher, reported the story to me.
\n34. At the time of her 1989 keynote speech, Shirley McCune presided over the Mid-Continent Regional Educational Laboratory (McREL). The Regional Educational Laboratories are private, non-profit corporations which are funded, in whole or in part, under Title IV of the Elementary and Secondary Education Act of 1965.
\n35. Spoken at a 1988 forum address at the Dallas Institute of Humanities and Culture. This address formed the nucleus for his book, Unbinding Prometheus: Education for the Coming Age<\/em>.<\/p>\n\n\n\n

To order copies of A “Common Core” For a Global Community<\/em>, <\/em>click here.<\/a><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

A “Common Core” For a…<\/p>\n","protected":false},"author":72,"featured_media":13829,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[122,614,4363,2053,17,46,4839,95,45],"tags":[541,542,1972,1973,1978,2054,2055,21,2056,40,123,2920,172,173,2914,338,526],"class_list":["post-13825","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-a-global-spirituality","category-world-in-crisis","category-marxism-socialism","category-education-children-at-risk","category-children-at-risk","category-politics","category-cultural-issues","category-the-new-age-movement","category-signs-of-the-times","tag-berit-kjos","tag-socialism","tag-unesco","tag-common-core","tag-holocaust","tag-aldous-huxley","tag-international","tag-new-age","tag-nazis","tag-hitler","tag-globalism","tag-politics","tag-education","tag-freedom","tag-children-at-risk","tag-marxism","tag-communism","wpcat-122-id","wpcat-614-id","wpcat-4363-id","wpcat-2053-id","wpcat-17-id","wpcat-46-id","wpcat-4839-id","wpcat-95-id","wpcat-45-id"],"yoast_head":"\nNEW BOOKLET: A "Common Core" For a Global Community by Berit Kjos - 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