International Baccalaureate (IB) • International Baccalaureate Organization (IBO)
UN Bases High School CURRICULUM ON: Creative, Action, Service (CAS) -Each school appoints a CAS supervisor who is responsible for providing a varied choice of activities for students and supervise selfreflection [required 3 hrs/wk]. Programs are monitored by IB regional offices:
• Creative activities where students demonstrate creativity in designing and implementing service projects;
• Action can include not only participation in individual and team sports but also taking part in expeditions and in local or international projects;
• Service encompasses a host of community and social service activities. Extended Essay- an independent, self-directed piece of research, culminating in a 4,000-word paper (on the "appropriate research question"). Theory of Knowledge (TOK)- to reflect critically on diverse ways of knowing and on areas of knowledge •consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world. In addition, it prompts students to: •be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge •recognize the need to act responsibly in an increasingly interconnected but uncertain world. As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions. The most central of these is "How do we know?" It is a stated aim of TOK that students should become aware of the interpretative nature of knowledge, including personal ideological biases, regardless of whether, ultimately, these biases are retained, revised or rejected. TOK also has an important role to play in providing coherence for the student as it transcends and links academic subject areas, thus demonstrating the ways in which they can apply their knowledge with greater awareness and credibility.
IB Mission "... The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world." To “encourage students across the world to become active, compassionate and lifelong learners who understand that other people with their difference can also be right."
IB Learner Profiles The IB mission statement translates into a set of learning outcomes for the 21st century, aka IB learner profiles “to serve as a guideline for behaviour...The attributes and descriptors of the learner profile define the type of learner the IB hopes to develop through its programmes... For the IB learner profile to become the central tenet of each IB programme, schools will need to adopt a holistic view of school as well as student development.... In PYP schools teachers are required, on behalf of all students, to assess and report on progress in the development of the attributes of the learner profile. This is done by using the learner profile for self and peer assessment, as the basis for teacher/student/parent conferences and through reporting to parents. The IB learner profile:
• inquirers- skills necessary to conduct inquiry and research and show independence in learning
• knowledgeable-explore concepts, ideas and issues that have local and global significance
• thinkers- recognize and approach complex problems, and make reasoned, ethical decisions
• communicators- express ideas and information confidently and creatively in more than one language and in a variety of modes of communication
• principled- act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities
• open minded- understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities
• caring- have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment
• risk takers- approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
• balanced- understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others
• reflective- assess and understand their strengths and limitations in order to support their learning and personal development
All IB schools must:
• “Embrace and espouse the importance of developing certain international values in students, especially a strong sense of international awareness, intercultural understanding, tolerance and compassion."
• Follow the UN resolution on tolerance. ?Best LINK?
• Adhere to the UN resolution on Blasphemy - criminalizing criticism of Islam - including, of course, any honest examination of how jihadists use Islamic texts and teachings to recruit followers. Not only does this herald the death of free speech, but it also leaves us mute and defenseless before the advancing global jihad. (See Jihadwatch.org and UNWatch.org "UN to criminalize defamation of Islam.") UN votes were:
• A simple majority of 23 members of the 47 nation Human Rights Council in favor of the resolution.
• Eleven, mostly western nations, opposed it.
• Thirteen abstained (India abstained in protest, because “Islam was the only religion named as deserving of protection”).
IB Exposed
George Walker, then IBO Chairman Director General 3/10/2002 title? “IBO will continue to work with governments to influence their national curriculum”. Did you know that the US Federal National Education Standards have been based on the UN Standard/international standards since 1995? (US Dept. Education). Is this a quote by George? Dr. Ian Hill, 2001, the then Deputy Director General of the IBO: “The fundamental framework for implementing sustainable development is the educational system....[IB incorporates]desirable universal values that include
• understanding tolerance of cultural differences and pluralism
• sensitivity to gender equality
• open-mindedness to change and obligation to environmental protection and sustainable development (SD).
• per UN Earth Summit in Rio de Janiero, 1992, Agenda 21that means: End of private property, Radical environmentalism, Abortion on demand, Population control, End of right to bear arms, End of parental authority
• The ultimate goal of SD? GLOBAL GOVERNANCE.
• “We (IBO) are concerned then with forming attitudes and values."
• IB students give much time to world issues…..This is not only due to the general global approach of the curriculum, but above all, to the requirement of ongoing social service among the community which is considered as important for the development of the students as academic studies."
• WHY? To indoctrinate our children with a worldview attitude/value/belief/ attitude that is about COLLECTIVISM.
• "In short, it is an education for life, a responsible life, open to the problems of our world and encouraging students to give TIME and ENERGY to BRING ABOUT CHANGE."
• WHY? IB is presented as prestigious, challenging, rigorous, international standards! Parents have NO CLUE! • In 2001, Dr. Ian Hill wrote that Article 26, paragraph 2 of the United Nation’s
1948 Universal Declaration of Human Rights “provides the philosophical planks of an international education."
• Universal Declaration of Human Rights, Article 26, paragraph 2 : “Education shall be directed to the full development of the human personality, and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace."
Ernest Voyers, Carnegie Foundation for the Advancement of Teaching (CFAT)
President, said a few years ago, in a book he wrote, entitled High School:
• “The goal of service in the schools is to teach values -to help all students understand that to be fully HUMAN one must SERVE."
• Who should teach these values?
• Shouldn’t these values be consistent with the values of our Founding Fathers/home? (eg. honesty, respect, hard work, ingenuity, perseverance)
• IB wants GLOBAL VALUES.
Stuart Chevalier wrote a book in 1946 was written called the World Charter And
Road To Peace.
• What is Peace?
• “Peace is NOT the absence of war. Peace is the PRESENCE OF JUSTICE."
• What is Social Justice?
• Article 29, Section 3 of the UN Universal Declaration of Human Rights states:
• “..rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations."
Monique Seefried, President of the IB Council of Foundation, gave a speech in 2003 entitled, “IBO, a World of Givers." She declared: “At the core of an IB REALITY NEWS WWW.REALITYNEWSMEDIA.COM PAGE 11 education, starting with our youngest students, is the aim to develop caring young people with a commitment to action and service……This is the most idealistic part of the education our students receive…It is also essential in developing in them the drive to become an agent of social change in our ever evolving societies, where there is still so much to do to reach an ideal of social justice”. Beverly Eakman is a former educator and retired federal employee, who served as a speechwriter for the heads of three government agencies as well as editor-in-chief of NASA’s newspaper (Johnson Space Center). She is the author of five books. Eakman accurately states that IBO teaches the following values:
• Radical environmentalism
• Pantheism
• Earth worship
• Socialized Medicine
• World government
• Abortion on demand
• income redistribution among nations and within nations - socialism
• adoption of gay rights and the right of children to all sexual materials and literature
• Environmental extremist positions, including global warming
• setting aside biosphere reserves where no human presence is allowed.
• Elimination of any right to bear arms [SO..they can take your property and declare it a biosphere!] Eakman continues:
• “Today IB is committed not to a melting pot concept, but to globalism and multiculturalism.”
• "Modern IB students are steeped in fringe science. Even Sudden Infant Death Syndrome is blamed on global warming."
• “Health classes focus on topics like OVERPOPULATION and AIDS, not on the inner workings of the human body. So, solutions to trendy pseudo-problems naturally, revolve around abortion, condoms and sexual awareness, which have no track record of success, even if one were to accept the ethics.”
“Indeed, humans are viewed as no more than COMPLEX ANIMALS”. Alan Quist, a former Minnesota State Senator, asked the question: “So does IBO allow schools to write their own curriculum?…here is the answer.” “ IBO schools can write their own curriculum in the same sense that Cubans have freedom of speech …you can say anything you want to say so long as it agrees with the party line. This party line is really all that matters to IBO." Aldous Huxley, author of Brave New World, stated that… “…use education to bring about global government”. 1. Re-write history to discredit nationalism and promote globalism 2. Teach thinking skills based on feeling and experience, not facts and reason 3. Encourage loyalty to peers to teachers, not family and church 4. Immerse students in global beliefs and value 5. Block opposition to the new global paradigm 6. Condition students to serve a “greater whole” Dr. Shirley McCune, addressing the 1989 Governor’s Conference on Education: “What’s happening in America today - is a total transformation of our society. We have moved into a new era. I’m not sure we have really begun to comprehend ..the incredible amount of organizational restructuring and human resource development. What we have to do is build a future. The revolution in curriculum is that we no longer are teaching facts to children.”
Useful Websites
IBO's official website http://www.ibo.org/
Website created to debunk IB...based in NY. EXCELLENT source of information - updated almost on a daily basis-invaluable. There would be many, many more IB world schools in the US if it was not for this website http://truthaboutib.com/
Excellent document created by Debra Niwa...who was herself schooled in International schools as a child because of her parents' diplomatic status. She then took it upon herself to research IB... http://www.channelingreality.com/Niwa/IB_unraveled_040610.htm
Quick summary of Debra's document... http://www.worldviewweekend.com/worldview-times/print.php?&ArticleID=6177
Interesting archived articles about IB... http://edwatch.org/
Edwatch website... http://www.ednews.org/articles/the-international-baccalaureatecurriculum. html
Just discovered this website (good source) http://www.parentshaverights.com/
Excellent info on Agenda 21 and the UN influence on US education, esp lecture by Chapman... http://www.freedomadvocates.org/
Recent article on WND (August 10 2010 ) outlining role of Obama, the NEA and Gwen Moore in pushing for IB... http://www.wnd.com/index.php?fa=PAGE.view&pageId=189413
older article... http://www.wnd.com/index.php?fa=PAGE.view&pageId=22917"http://www.wnd.co m/index.php?fa=PAGE.view&pageId=22917