Download is IB?

International
Baccalaureate Program
A Presentation by Irving W. Ginsberg, Ph.D.
YOUR TAX DOLLARS funding a foreign
entity to destroy our educational system
and obliterate American values and
exceptionalism.
OUTLINE
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IB HISTORY & TIMELINE
IB GOAL, CREED, & PHILISOPHY
IB = WORLD CITIZENSHIP & HOW IT WORKS
IB VS US FOUNDING PRINCIPLES & CONSTITUTION
SOCIAL JUSTICE (WHAT IS IT?) & IB
IB & THE SCHOOL SYSTEM
PREFERABLE ALTERNATIVES
SUMMARY
DO YOUR OWN RESEARCH
IB HISTORY
• IB program roots are in The League of Nations
• IBO educational program was formed in 1967 for
children of UN diplomats and in 1968 registered in
Geneva Switzerland
• 1970 IBO recognized as a NGO (Non-governmental
organization) having “formal consultative relations”
with UNESCO (United Nations Educational, Scientific,
and Cultural Organization)
• IBO denies being “directly” tied to UNESCO but still is
strongly connected - UNESCO provides consultation,
IBO uses UN teaching materials, receives UN funding,
and even share same address 1!!!
1. 15 route des Morillons , 1218 Grand-Saconnex / Geneva Switzerland
IB TIME LINE
1947: United Nations International School (UNIS)
Founded in New York. UNIS became an IB world School in
January 1971
1949: UNESCO (United Nations Educational, Scientific and
Cultural Organization) convenes the Conference of Internationallyminded Schools (CIS)
1951: International Schools Association (ISA) --“established
at UNESCO in Paris by Ecolint parents employed in UN
organizations”
1967: International Baccalaureate Office is created and in
1968 the group is registered in Geneva, Switzerland
1948: A UNESCO handbook titled Techniques d’education
pour la paix. Existent-elles? By Marie-Thérèse Maurette, thendirector of the International School of Geneva
1962: United World Colleges (UWC) is created as “a new and
unique model for global citizenship education.”
1964: International Schools' Examination Syndicate (ISES) - predecessor
to the IBO – is created with a three-year grant from the Twentieth Century
Fund that was given to the ISA
IB GOAL
• According to Ian Hill, Deputy Director General of IBO,
“The primary goal of IBO is the promotion of world
citizenship.”
• Educational Philosophy brainchild of Marie-Therese
Maurette (Fabian Socialist) in 1948
– Geography should be taught starting NOT WITH the student’s country of
origin but with the whole world
– History should not be taught before the age of 12 to avoid it becoming a
catalogue of national heroes and patriotic celebrations.
– When introduced, it must be world history
– Each week there should be an hour’s lesson of “national culture” taught to
classes divided into small national groups, but this will be deliberately
subordinated to international geography and history.
– Promotion of bilingualism
– Moral relativism
– Atheism
IB CREED/PHILOSOPHY
• “students in each IBO programme are exposed to those human values which are
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recognized as universal: … embodied in the Universal Declaration of Human
Rights, adopted & proclaimed by the Gen. Ass. Of the UN in 1948.” 1
– Clash between inalienable rights (Constitution. & Declar. of Indep.) & bestowed
rights (granted by governments)
– UN doc. based on premise that governments grant rights to citizens – govs have all
the power
• UN Declar. of Human Rights doc. (art. 29): “These rights & freedoms may in
no case be exercised contrary to the purposes & principles of the UN.”
“The DP & MYP grew from a western humanist position, the .. Increasing
influence of non-western cultures .. Is becoming more significant.” 2
– Supreme Court ruled (1961) Humanism is a religion.
– Humanist Concepts
• Theological atheism, philosophical naturalism, moral relativism, political
globalism
• Values are learnt, are not immutable; no moral absolutes; ethics change with
new scientific discoveries & are made as needs dictate.
1.
2.
“A Continuum of International Education.” International Baccalaureate Organization. p. 10 ,
www.ibo.org.
Ibid., p. 4.
IB IS WORLD CITIZENSHIP
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The student is purposely disconnected from his family beliefs and
national culture.
– “What is acknowledged… is that education for world citizenship needs to
begin early… The development of world citizenship must take place at every
age.”1
– “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.”2
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If global government becomes a reality, the United States will no longer be a
free, independent, and sovereign nation but will be under the control of the
global government body (UN).
• The U.S. is constantly under pressure to ratify the international treaties,
such as Kyoto, World Court, Small Arms treaty, etc. (treaties become the
law of the land, superseding the constitution)
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2.
“A Continuum of International Education.” International Baccalaureate Organization. p. 10 www.ibo.org.
JF Rischard, “IB is showing the way,” IB World, May 2008. Accessed 6/10/08
HOW IB WORKS
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Marketing Strategy
– IB is marketed as “elite” education offered in a public setting– often a
selling point to parents; for the district, however, it serves a only few
students at the expense of many
– The IB program is supposed to appeal to intelligent, highly motivated,
organized students & best academic teachers; yet most students who
begin IB programs do not earn the IB diploma.
Disputes
– Foreign Swiss courts adjudicate conflicts between IBO requirements and
US schools.
College Admissions & Credits
– Credit given only to the few students completing IB Diploma Program
(DP). Those who receive the IB certificate (not the diploma) usually
denied college credit. Therefore limited number of college credits
awarded to a few elite Dipl. Students
IB ANTITHETICAL TO AMERICA’S FOUNDING
DOCUMENTS AND CONSTITUTION
AMERICAN VIEW OF WHO GRANTS RIGHTS:
•We the people have certain inalienable rights granted to us by our creator and
these principles derive from a Judeo-Christian philosophy.
•Governments exist to defend those rights – Constitution and Declaration of
Independence
IB VIEW OF WHO GRANTS RIGHTS:
•the UN’s Universal Declaration of Human Rights (UDHR) holds precedence and
is supreme: rights are granted by the government, and these rights “may in no
case be exercised contrary to the purposes and principles of the United
Nations.” (Article 29 Sec.3 of UN’s UDHR.)
IB VS CONSTITUTION
• The IB program violates the establishment clause of the
First Amendment.
– “The Diploma Programme and Middle Years Programme grew
from a western humanist tradition, …” 1 The U.S. Supreme Court
recognized Humanism as a religion in 1961. (Torasco v Watkins, 367,
US488, June 19, 1961.)
– Humanism: theological atheism; moral relativism; political
globalism (with UN governance).
– “It must be made very clear that the programme does have a
major role to play in the school and that the intrinsic values
espoused by the IB DP are relevant to the whole school, are
firmly embraced by the published school mission statement…” 2
Court rulings have overturned the teaching of values in public
schools because of their religious nature.
1. “A Continuum of International Education.” International Baccalaureate Organization. p. 10 www.ibo.org.
2. Goodban, John. “Quality Assurance and Maintenance of the International Baccalaureate Diploma
Programme.” Implementing the IB Diploma Programme. Cambridge University Press. 2004. p. 17.
IB COMMITED TO SOCIAL JUSTICE
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SOCIAL JUSTICE: GOVERNMENT IMPOSES EQUAL OUTCOMES AND
REDISTRIBUTION OF WEALTH – A CLASSLESS SOCIETY
ESSENTIAL COMPONENT OF THE IB PROGRAM IS THE CONCEPT OF
SOCIAL JUSTICE
– “It is also essential in developing in them [the student] 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” 1
– “Social justice relies on the establishment of 'civil law’, which is
designed to expand government and its partners authority at the
expense of individual liberty.” 2
– “. . . Karl Marx formed and detailed the popular concept of ‘social
justice’,” 3
– “Many of the foundational writings of social justice can be traced back
to the ideas proposed by Marx and Engels.” 4
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Monique Seefried, “IBO, a World of Givers,” IBO Heads of Schools World Conference. Cancun, Mexico, Oct.2003,
https://www.ibo.org/heads/headnet/reports/documents/SpeechCancun.pdf
http://www.freedomadvocates.org/articles/private_property/principles_of_equal_justice_encouraged_by_ninth_circuit_court_
of_appeals_20080118274/
“Social Justice, Code for Communism,” Barry Loberfeld, FRONTPAGE.MAGCOM, Feb. 27, 2004
“On the Origins of Social Justice: Darwin, Freire, Marx, and Vivekananda”, Bharath Sriraman, TMME Monograph 1,
Univ. of Montana
IB CONTROLS THE SCHOOL SYSTEM
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LOSS OF LOCAL CONTROL
– IBO is a private Swiss-based organization
– Goal is to impose global education standards and curriculum.
– IBO regulates the entire (whole) school site whether or not the students are
part of the IB program. E.g. Harrison High School
– IBO is formulating curriculum to align with National Common Core
Standards promoted by the federal Department of Education
(unconstitutional)
– IB is unconcerned, and works against American students learning
American Civics and Government
IB COMPETES WITH AP PROGRAM
– IB guts the AP by drawing resources from AP classes
– IB is more expensive to run than AP programs
IB IS MORE THAN JUST A HIGH SCHOOL PROGRAM
– IB is a K – 12 program
– FPS documents indicate that they are interested in providing a K -12 IB
education to our students
– The Harrison High program is just the first step
IB CONTROLS SCHOOL SYSTEM
• Educational Calendar
– IB schedules the school’s master calendar
• IB classes must be offered regardless of enrollment; non-IB courses scheduled
around IB courses
• IB students must be scheduled first to ensure completion of required classes
• IB classes have fewer students (could be 1 or 2); therefore non-IB classes often
larger than average.
• Students who miss IB exams at end of school year not permitted to take makeup exams.
• Curriculum
– Local boards have little control of the IB program
– Specific IB course reqts. make it almost impossible to offer both IB and an
extensive AP program.
– DP student work sent away to IB centers for grading by IB officials. IBO
monitors grading done by classroom teachers.
– IB courses generally not aligned with local, state or national standards.
CURRICULUM EXAMPLE: IB HISTORY - HL
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Route 1
– History of Europe and the Islamic world—study one of two prescribed subjects:
The origins and rise of Islam c500–661; The kingdom of Sicily 1130–1302
– History of Europe and the Islamic world—study two of the following topics:
Dynasties and rulers; Society and economy; Wars and warfare; Intellectual,
cultural and artistic developments; Religion and the state
– Higher level option—study three sections in the selected option: Aspects of the
history of medieval Europe and the Islamic world
Route 2
– 20th century world history—study one of three prescribed subjects: Peacemaking,
peacekeeping—international relations 1918–36; The Arab–Israeli conflict 1945–79;
Communism in crisis 1976–89
– 20th century world history—study two of the following topics: Causes, practices
and effects of wars; Democratic states—challenges and responses; Origins and
development of authoritarian and single-party states; Nationalist and
independence movements in Africa and Asia and post–1945 Central and Eastern
European states; The Cold War
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Absent are the founding of the US, World War II, or the Holocaust!
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“See below also for outline ideas for incorporating peace and conflict in MYP
science and IB Diploma Maths”2
1. http://ibo.org/recognition/resources/curriculum/
2. www.globalengage.ibo.org/files/Peace_and_conflict_lesson_plans_Eng.doc
ALTERNATIVES TO IB
• IB heavy into marketing its programs as “elite” education, yet
other programs are as good or better, much less costly, and not heavily
influenced by UN ideology. E.g., Advanced Placement, College-inHigh School (CHS) classes
• How “elite” is IB? -– No empirical evidence that IB students perform better in
college than AP student, may even perform worse in Math and
Physics.
– Many more leading universities give credit for AP courses than IB
• IB trumpets that one must be a “world citizen” (via the IBO
school) in order to effectively compete globally. This is
nonsense. It is not supported by any empirical evidence
whatsoever.
SUMMARY
“…then he who hears the sound of the trumpet and does not take warning,
and a sword comes and takes him away, his blood will be on his own head.”
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IB is anti-American, substituting UN rights and values
IB stresses moral relativism – no good or evil
Loss of local control – resides in international body
IB subtly indoctrinates students, and also teachers (during
their certification process)
 Substitutes “facilitators” for “teachers” in the classroom
 IB is much more expensive and not more rigorous than
more effective alternatives (Advance Placement, College in
High School, etc.) – jn fact being less rigorous in math and
hard sciences
WHERE TO START
(YOU NEED TO DO YOUR OWN RESEARCH!!!!!!!!!)
• REFERENCES
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www.truthaboutib.com
www.ceopa.org/March-April%202006.pdf
http://www.channelingreality.com/Niwa/IB_unraveled_040610.htm
www.edwatch.org/ppts/Eaton-IB-10-14-06.ppt
www.truthaboutib.com/ibisunconstitutional.html
www.ibo.org/myp/documents/continuum.pdf
www.usnews.com_opinion_articles_2011_05_26_internationalbaccalaureate-undermines-us-founding-principles_page=2
– www.edwatch.org/ppts/Eaton-IB-10-14-06.ppt
• VIDEOS ON NATIONAL STANDARDS
– www.youtube.com/watch?v=uLRHZEhGWY8
– www.keepeducationlocal.com/heritage-foundation-common-corevideo.html