Social Engineering for Global Change
By Carl Teichrib
Without question, one of the greatest tools for social engineering is in the realm of public education. This is not a blanket statement downplaying the role of education per se, but a judgment call recognizing the tremendous influence that the educational system can play in creating "social change."
"Education has been advanced as significant in bringing about changes in attitudes, behaviour, beliefs and values...In order to redirect behaviour and values towards institutional change for sustainable development there is a need to investigate strategic options in relation to educational philosophies, scope for propagation and adoption, and groups most likely to be susceptible to change." (3)All of this points to a radical shift now taking place - a shift which emphasizes "global thinking" and "planetary norms." According to the IISD literature, "the task of education for the immediate future is to assist in activating an ethic of planetary sensitivity...We must pass from a human-centred to an earth-centred sense of reality and value." (4)
This "global-shift role" for general education is a foundational platform for UNESCO, the United Nations Educational, Scientific and Cultural Organisation. The first Director General of UNESCO, Julian Huxley, clearly laid out UNESCO's educational scope,
"In general, Unesco must constantly be testing its policies against the touchstone of evolutionary progress. A central conflict of our times is that between nationalism and internationalism, between the concept of many national sovereignties and one world sovereignty...
"The moral of Unesco is clear. The task laid upon it of promoting peace and security can never be wholly realised through the means assigned to it - education, science and culture. It must envisage some form of world political unity, whether through a single world government or otherwise...However, world political unity is, unfortunately, a remote ideal, and in any case does not fall within the field of Unesco's competence. This does not mean that Unesco cannot do a great deal towards promoting peace and security. Specifically, in its educational programme it can stress the ultimate need for world political unity and familiarise all peoples with the implications of the transfer of full sovereignty from separate nations to a world organization." (5)
Back in 1968, UNESCO, along with The Twentieth Century Fund (now called The Century Foundation) and the Ford Foundation, helped start a new educational body located in Geneva, Switzerland; the International Baccalaureate Organization. (6)
"...humankind is seeking no less than its reunion with the "divine," its transcendence into ever higher forms of life. Hindus call our earth Brahma, or God, for they rightly see no difference between our earth and the divine. This ancient simple truth is slowly dawning again upon humanity. Its full flowering will be the real, great new story of humanity, as we are about to enter our cosmic age and to become what we were always meant to be: the planet of God." (17)Predictably, Muller's World Core Curriculum follows this New Genesis -New Age vein. In fact, Muller's World Core Curriculum is really more of a philosophy of education than an actual curriculum - a philosophy firmly grounded in New Age concepts of man's deification and "Earth spirituality." Bridging all of this, Muller explains, "Yes, global education must transcend material, scientific and intellectual achievements and reach deliberately into the moral and spiritual spheres." (18)
"We must manage our globe so as to permit the endless stream of humans admitted to the miracle of life to fulfill their lives physically, mental, morally and spiritually as has never been possible before in our entire evolution. Global education must prepare our children for the coming of an independent...happy planetary age." (19)Lucile Green, a long-time world government activist and friend of Robert Muller, describes this new "planetary age" in her memoir, Journey To A Governed World ,
"The most urgent item on the planetary agenda is to set the limits of freedom and order in supra-national, global affairs. A constitution for the world is needed which combines the achievements of both hemispheres: that is, constitutional limitations and a bill of rights from the West and a spacious world-view from the East." (20)
Another contemporary of Muller, William D. Hitt, wrote in his book The Global Citizen, "As global citizens, we will need a new type of thinking." (21)
"The conversion of a continent of localists into a continent of nationalists in a few generations must rank as one of the outstanding achievements of modern times. Indoctrination works. Human loyalties can be and are speedily shifted by experience coupled with propaganda.
"Worldizing processes are building up a great number and variety of world experiences. Millions of human beings, responding to these experiences, are already world conscious, world minded and prepared to function as citizens in a world society. Such human beings have passed through and graduated from the school of nationalism. They are wordlists. They wait with impatience for the emergence of a world commonwealth." (22)As the line between education, "political correctness," and propaganda becomes increasingly blurred, it is essential that we navigate this global maze with sobriety, clear thinking, and an understanding of the forces that are shaping our 21st century.
1. Arthur C. Clarke, Childhood's End (New York: Ballantine Books, 1953), p.69.
2. Scott Nearing, United World (New York: Island Press, 1944), p.221.
3. Naresh Singh, "Empowerment for Sustainable Development: An Overview," Empowerment For Sustainable Development (Halifax, NS: Fernwood Publishing/Winnipeg, MB: International Institute for Sustainable Development, 1995), p.27.
4. Budd Hall and Edmund Sullivan, "Transformative Education and Environmental Action in the Ecozoic Era," Empowerment For Sustainable Development (Halifax, NS: Fernwood Publishing/Winnipeg, MB: International Institute for Sustainable Development, 1995 - edited by Naresh Singh) p.102.
5. Julian Huxley, UNESCO: Its Purpose and Its Philosophy, (Washington, DC: Public Affairs Press, 1947) p.13.
6. See "Founding Donors" at the IBO's webpage, www.ibo.org [accessed February 18, 2004].
7. IBO Background Paper - Themes in Education, Education Weaves Together the Threads of Peace, IBO Head Office, Geneva, Switzerland, 15 June, 2003 (see page 2).
8. See "The Six Academic Subjects" at the IBO webpage, www.ibo.org [accessed February 18, 2004].
9. Mikhail Gorbachev, "The Earth Charter," Speech: Rio+5 Forum, March 18, 1997. Green Cross International webpage, www.gci/ch/GreenCrossFamily/gorby/newspeeches/speeches/spech18.3.97.html [accessed March 20, 1998] This particular website has since been moved to http://web243.petrel.ch/GreenCrossFamily/gcfamilyhp.html and Mr. Gorbachev's speech can be read at
http://web243.petrel.ch/GreenCrossFamily/gorby/newspeeches/speeches/speech18.3.97.html. See Gary Kah's book, The New World Religion (Noblesville, IN: Hope International Publishing, 1999), chapter six. Note: These links are currently not accessible.
10. See "Our Partners" at the Earth Charter Community Summits webpage, www.earthchartersummits.org [accessed February 18, 2004].
11. See "Educational Resources" at the Earth Charter Community Summits webpage, www.earthchartersummits.org [accessed February 18, 2004]. The Earth Charter Community Summits website (www.earthchartersummits.org) and its Education Resources page is no longer accessible.
12. The work of the IBO at the World Summit on Sustainable Development was published by the International Institute for Sustainable Development, Earth Negotiations Bulletin, Special Report on Selected Side Events at WSSD PC-III, 25 March - 5 April, 2002. The other connections can be easily found by doing a basic web search on the IBO and the United Nations.
13. IBO Press Release, "US Department of Education Grants IBO US$1.17 Million," IBO Head Office, Geneva, Switzerland, 14 October 2003.
14. See "Founding Donors" at the IBO's webpage, www.ibo.org [accessed February 18, 2004], it contains a list of other contributors and regular funding partners.
15. "IIS Director Delivers 2003 Peterson Lecture," June 2003, document from the Institute of Ismaili Studies, posted at the IBO webpage as a PDF file.
16. Excerpt from the address by Mr. Federico Mayor, Director-General of UNESCO, 20 September 1989. Reprinted in Robert Muller's book, Dialogues of Hope (Ardsley, NY: World Happiness and Cooperation, 1990), p.172.
17. Robert Muller, New Genesis: Shaping a Global Spirituality (Anacortes, WA: World Happiness and Cooperation, 1982), p.49.
18. Ibid., p.8.
19. Ibid., p.8.
20. Lucile Green, Journey To A Governed World: Thru 50 Years in the Peace Movement (Berkeley, CA: 1991), pp.34-35.
21. William D. Hitt, The Global Citizen (Columbus, OH: Battelle Press, 1998), p.110.
22. Scott Nearing, United World (New York: Island Press, 1944), pp.20-21.
"A wholistic, one-world view is emerging from space travel and other miracles of modern technology and from communication. A new consciousness is also emerging from a growing awareness in the West of the wisdom of the Eastern world-view. Buddhism, Hinduism, Taoism and Shinto, while they differ in many respects, portray the world as a multi-dimensional, organically interrelated eco-system of which man is one of many inter-dependent parts. Perhaps we can learn through them to see the world whole, as it really is, and together - West and East - begin to build the foundations of a new world order.