International Baccalaureate
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Another IB School Bites the Dust!
October 31, 2010 – Good news out of Tennessee! Hillwood High School has decided to drop its IB Diploma program at the end of the year.
“Hillwood High School Principal Steve Chauncy said this week only one student, a junior, is currently in the IB program, while last school year 26 students were enrolled. Only one graduated with an IB diploma. … [SNIP] … The new program will offer students 26 Advanced Placement courses, the largest Advanced Placement course offering in the district, school officials said.”
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IB’s Muslim Agenda and Slush Fund
October 30, 2010 – TAIB wants American readers to fully understand what this “merger” means to IB programs. Most of you already understand that IB, despite its claims of rigorous curricula, is not a curriculum at all. Even at the Diploma level, what IB provides is a framework. IB’s claim to fame is that its programs are the same, everywhere in the world. Let us use Jeffrey Beard’s own words to learn what this means:
The IB’s Director General Jeff Beard hailed the agreement as an important move in expanding the organisation’s geographic reach. “This is a significant development as it will allow IB to extend its reach in developing countries and draw upon the wealth of expertise AKDN has in providing education to students in some of the poorest and most challenging parts of the world,” he said. “It will help us to broaden our international curricula with specific attention paid to the developing world and Muslim societies. AKDN is recognised for its decades of experience in countries where we would like to strengthen our presence.” The agreement results from a strong alignment of goals and values between the two organisations, including a commitment to pluralism, a desire to increase access to quality education, particularly in the developing world, and shared perspectives on issues such as the importance of ongoing teacher development, and inquiry-based approaches to teaching and learning. TAIB is pretty sure most Americans don’t share the same goals and values as Ahmadinijad of Iran. Beware the wolf in sheep’s clothing. Please help remove IB from U.S. public schools! |
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Don’t Say We Didn’t Warn You!
October 29, 2010 – This morning, TAIB received a very brief Google alert:International Baccalaureate (IB), an educational board recognised by universities around the world, will no longer be restricted to the children of the elite in India. A Memorandum of Understanding was signed between the non-profit Aga Khan Development Network (AKDN) and the IB Organisation in Paris yesterday.
AKDN has a substantial presence in India with 85,000 beneficiaries under its wrap. They have 10 schools located in Gujarat, Andhra Pradesh and Maharashtra, including two in Mumbai. Princess Zahra Aga Khan, Head of AKDN’s Social Welfare Department, and Jeff Beard, Director General of the IB signed the MoU. Princess Zahra said, “The agreement with IB will bridge the cultural divide and enable our educational institutions to benefit from their educational philosophy, curriculum expertise and academic excellence.”The western countries, in return, will gain from a global perspective of the other countries. Till now, only students in international schools in India had access to IB. So. Why does this matter to U.S. public schools? TAIB would like to point out something that we wrote two years ago when this website went live: Beginning in 1998 under former Director General George Walker, IBO began an “expansion push” in the U.S. This blossomed when Goals 2000 was adopted and from 2000-2004, IBO made significant gains in this country. Now, with a new DG, IBO is turning its expansion efforts towards takeover in the UK and through the Aga Khan, with less attention being paid to the U.S. This is not a conspiracy theory, this is fact. Why does this matter, you ask? Think globally. Think world domination and global governance. Who is traveling to India on November 6th?To ensure fool-proof security, the President’s team has booked the entire the Taj Mahal Hotel, including 570 rooms, all banquets and restaurants. Since his security contingent and staff will comprise a huge number, 125 rooms at Taj President have also been booked, apart from 80 to 90 rooms each in Grand Hyatt and The Oberoi hotels. The NCPA, where the President is expected to meet representatives from the business community, has also been entirely booked. The officer said, “Obama’s contingent is huge. There are two jumbo jets coming along with Air Force One, which will be flanked by security jets. There will be 30 to 40 secret service agents, who will arrive before him. The President’s convoy has 45 cars, including the Lincoln Continental in which the President travels.” Since Obama will stay in a hotel that is on sea front, elaborate coastal security arrangements have been made by the US Navy in consonance with the Indian Navy and the Coast Guard. “There will be US naval ships, along with Indian vessels , patrolling the sea till about 330-km from the shore. This is to negate the possibility of a missile being fired from a distance,” the officer said. What else has the Aga Khan’s Development Network been doing lately? Oh my, will you look at this! ADKN just received its 9th consecutive award from UNESCO for its “conservation efforts” in Pakistan. We wonder how many IB schools there are in all of Pakistan? One. How many in India? Seventy-one. Exactly what sort of “conservation” is the AKDN doing in Pakistan? If it was genuinely interested in “improving education” in third world countries and believes IB is the way to do this, why wouldn’t the AKDN throw its billions into Pakistan instead of India where there is already a sizable IB base? We here at TAIB are obviously not military commanders, nor are we the State Department. It is common knowledge that both India and Pakistan have nukes and that U.S. relations with India are far better than with Pakistan. We must educate ourselves about the beliefs of this Imam of Islam, the Aga Khan. What does he believe? Aga Khan: People speak about failed states. I do not think that states can fail, but democracies certainly can. The failure of democracy is not specific to the Islamic world. Indeed, about two years ago, the United Nations carried out an in-depth analysis of democracy in South America. About 55 percent of the population in South American states said that they would prefer to live under a paternalistic dictatorship instead of an incompetent or corrupt democracy that is not improving their living condition. Aga Khan: I am very, very worried about Iraq. The invasion of Iraq had an impact across the world like nothing before in modern times. The invasion has unleashed every force in the Islamic world, including the relations between the Arabs and non-Arabs and the relationship between the Shia und the Sunni.This isn’t good , folks. This isn’t good at all. |
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The community of Incline Village, Nevada has been a struggle for several months over the IB program. The Superintendent and the School Board wanting to implement the IB program in their schools. Many teachers don’t want it, many parents don’t want it, they think it is too expensive among other things. Read and decide for yourself. http://truthaboutib.com/ibbuyersbeware/ibininclinevillagenv.html What other educational program causes so much controversy?
This is a response to the above article just posted by an IB supporter. And below it are comments from a mother in Incline Village: http://www.tahoebonanza.com/article/20101004/NEWS/101009984/1061&ParentProfile=1050
Here’s a clue. When a school brings in a program that is part of a political organization with a goal of indoctrinating students into their political ideology, it’s going to cause division. Those are the sad and simple facts. To pretend as if this hasn’t divided the community would be false. When the school commits itself to academic excellence without the political agenda attached, we will support the school. Until then, we will not. It’s as simple as that. Signed: MOMwithABrain
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The International Baccalaureate is currently in 23 schools in Arizona. I only learned about the IB in March of 2010. Since then, I have done quite a bit of research and believe that it is NOT a good fit for American public schools. If someone wants their child to have this kind of education, maybe it should be in a private school paid for with their money, not the taxpayers’ money. So far, no private schools that I’m aware of have adopted this curriculum.
For too long, I trusted that our schools were teaching my children, my grandchildren the three R’s, similar to how I was taught in school. When I finally became aware of many of the “alternative” ideas promoted in some of the nation’s schools, I was appalled! I am no longer trusting. I am no longer one of the silent majority. Even though the MUSD administration assures us that the IB curriculum follows AZ statutes and requirements for graduation, according to the IB website and paperwork, IB takes precedence. See #3 in the article below.
Yes, students need to know about the rest of the world. However, America is UNIQUE in the world. For over 200 years, the United States of America has been a beacon of light, hope and freedom, the Land of Opportunity. This is BECAUSE of our Constitution, capitalism, the freedom to succeed and the freedom to fail. I believe we first need to make sure our elementary school children are taught about the founding of America, our Founding Fathers, what worked and what didn’t, from 1492 forward.
I urge you to look into this extremely expensive program and decide for yourselves. Following is some information and websites for you to check out. Websites are at the end of the article.
Allen Quist is Adjunct Professor of Political Science at Bethany Lutheran College, Mankato, Minnesota, and is a former three-term Minnesota state legislator. He is also author of three recent books on the federal education system. The following was written by Professor Quist:
1. International Baccalaureate (IB) is an international system of education. It is run by a non-governmental organization called the International Baccalaureate Organization (IBO) headquartered in Geneva, Switzerland. It was organized in 1968 by European diplomats who wanted their children to have a common undergraduate program. In 1996, however, IBO formed a partnership with UNESCO in order to create what both UNESCO and IBO call an international education system.
One of the IB World Schools web sites defines IB as follows:
- What makes the program international?
- IB programs exist in schools in 90 countries worldwide. Every spring, IB students around the world take identical exams on the same day in various subjects. These exams are sent to other parts of the world [after being sent to Geneva] for grading. [Grading] is based on an international standard.
In addition, IBO insists that it will train and certify teachers for IB – at the expense of the local school district, of course.
2. International Baccalaureate promotes world citizenship. The web site quoted just above says: The IB curriculum encourages students to think globally. Dr. Ian Hill, Deputy Director of IBO, has said that the goal of IBO is the promotion of world citizenship. Either United States citizenship or world citizenship must have priority in our education program. Which will it be? IB gives priority to world citizenship.
3. International Baccalaureate views state education standards as being subservient to, and interpreted by, the worldview of IB. Minnesotas School District # 6078 describes the secondary role of state standards under IB when it states:
- The authors point out that everything contained in the standards does not constitute an enduring understanding[which] refer to the big ideas, the important understandings, that we want students to get inside of and retain after theyve forgotten many of the details. [p. 10 of Districts # 6078s implementation plan.]
This means that state standards under IBO must be taught from the perspective of the worldview of International Baccalaureate. The IBO ideology has primary importance; state standards have lesser importance. It is not the intent of the Minnesota Legislature for the Minnesota State Standards to have secondary standing.
4. International Baccalaureate endorses the UN Universal Declaration of Human Rights [UDHR]. As is stated in the IBO article Myths and Facts.
5. By endorsing the UDHR, IBO has agreed to promote the United Nations along with the actions and treaties of the United Nations [UDHR Article 26, paragraph 2, which states, Education shall further the activities of the United Nations ].IBO promotes the actions and treaties of the UN even though many of these actions and treaties have not been approve by, or ratified by, the United States. Such treaties not ratified by the United States include the Biodiversity Treaty, the Treaty on the Rights of the Child, Agenda 21, the Kyoto Treaty and the Treaty establishing the United Nations International Criminal Court.
6. By endorsing the UDHR, IBO promotes the United Nations as being the highest court of appeals on issues of human rights. UDHR states: These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations [article 29, paragraph 3]. This means that IB promotes the view that the United Nations has higher standing than the United States Supreme Court on issues of human rights involving U.S. citizens.
7. By endorsing the UDHR, IBO undermines the foundation principle of the United States that human rights, such as the rights to life, liberty and property, are inherent and inalienable, and must be protected by government, as is stated in our Declaration of Independence. The issue is which has greater standing and authorityour God-given, inalienable human rights or the policies of a particular government. The Declaration of Independencethe philosophical foundation of the United States, insists on the former. The UDHR insists on the latter, as stated, once again, as follows: These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations [article 29, paragraph 3]. The view of human rights held by the United States is the foundation of liberty. The view of the United Nations is the foundation of totalitarianism.
8. IBO also endorses the Earth Charter, a document that has not been ratified by the United States because it contains numerous provisions contrary to the nature and interests of the United States. By its endorsement, IBO agreed to the following endorsing statement:
- We, the undersigned, endorse the Earth Charter. We embrace the spirit and aims of the document. We pledge to join the global partnership for a just, sustainable, and peaceful world and to work for the realization of the values and principles of the Earth Charter. We pledge to join the Global Partnership in Support of the Earth Charter Initiative for a sustainable way of life AND urge all governments to endorse the Earth Charter.
The Earth Charter is housed in the Arc of Hope and is correctly identified by the World Pantheist Association as a Pantheistic document. Besides Pantheism, the Earth Charter advocates:
1. The redistribution of wealth between nations and within nations [Art. 10.a.]
2. Same-sex marriage [Art. 12.a.]
3. Spiritual education [Art 14.d.] which means education in Pantheism.
4. Military disarmament [Art. 16.d.&e.]
5. Creation of an international agency to make the Earth Charter binding on all nations [in The Way Forward action-plan.]
9. Many of the IBO instructional materials are now being written, or overseen, by the UN. The IBO website says:
- The Global Teaching and Learning Project of the UN in New York accepted an IBO tender to produce two teaching booklets about UN global issues. The project has been undertaken by the International Baccalaureate Curriculum and Assessment Centre in Cardiff using experienced curriculum writers from around the world, principally in IB World Schools, and having UN input and approval of the 20 units completed. They will be copyrighted by the UN, with acknowledgement to the IBO for its work, and disseminated to the governments of all member states for use in schools.
Conclusion: The foundational principles of the United States are summarized in the Declaration of Independence and are properly called the twelve pillars of freedom. In addition to what IBO promotes, it rejects all 12 of these Declaration principles. Amendment X of our Bill of Rights clarifies that all the rights in our Bill of Rights are inherent and inalienable (as also stated in the Declaration of Independence). IBO rejects article X of our Bill of Rights, however, and by so doing rejects the entirety of our Bill of Rights. International Baccalaureate is un-American.
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Please check out the following websites:
Home page for International Baccalaureate – www.IBO.org
Eagle Forum – http://www.eagleforum.org/
Edwatch – http://www.edwatch.org/
Education Action Committee - www.teach1776.ning.com.
They all have articles on International Baccalaureate. Also, it’s very important to understand the basis for wanting to make children into “citizens of the world” — one of the stated goals of the International Baccalaureate program. That is, the goal of making them “citizens of the world” as opposed to “Americans.” That is the real heart of the matter.
According to socialist theory, a person should direct their loyalties to the leader, the party, the political philosophy. All other loyalties should be eliminated. Thus, there should be no loyalty to God, to family, or to country. Those loyalties have to be eliminated in a socialist world. That’s why socialist governments attack religion, the traditional patriarchal family structure, and the preservation of nations with actual real borders. Erasing our borders, promoting nontraditional family lifestyles (gay marriage, feminism, etc.), and attacking religion and religious values all help to lay the foundation for a socialist government.
As the Soviet Union expanded their borders during the 20th century, they continuously tried to blend the nations they captured into a single nation. They tried to erase the cultures of the nations they captured. In schools, children were given the model of the “new Soviet man” — a handsome, appealing, international figure who the children were expected to use as their role model. This “new Soviet man” was, of course, a total socialist in his outlook. The goal was to indoctrinate the children with this appealing, alluring model and turn them into good little socialists.
IB works the same way. The American culture is built on the ideas of independence, self-responsibility, rugged individualism, self-sufficiency, religious freedom and tolerance, and devotion to family. Our nation is based on self-government — that power comes from the people and that the government has limited powers which were delegated to it by the people. We love our country because under our Constitution, these ideals are protected. IB seeks to erase the uniquely American aspects of our culture and breed good little socialists instead — that is, good little socialists who will embrace the ideals of the United Nations, which is based on the state as the center of power with individuals as mere pawns of the state..
